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- All Subjects: Language
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
Language, as an abstract, is one of the most sophisticated inventions even devised by human beings. Reading alone is a multi-faceted problem, and understanding how the brain solves it can offer enormous benefits for scientists and language-enthusiasts alike. In order to gain a more complete picture of how language and the brain relate, Chinese, an East Asian logographic language, and English, an alphabetic language, were compared and contrasted using all available scientific literature in both psychology and neuroimaging. Taken together, these findings are used to generalize the processing of written language. It was found that the hypothesis of a neuroplastically adaptable network that recruits brain areas based on the demands of a specific language has stronger support in current research than does the model of a fixed language network that is merely tuned for different languages. These findings reiterate the need for meticulous control of variables in order to reasonably compare language tasks and also demands more precise localization and labeling of brain regions for the purpose of determining function of individual areas.
ContributorsMcCann, Garrett (Author) / Helms Tillery, Stephen (Thesis director) / Azuma, Tamiko (Committee member) / Barrett, The Honors College (Contributor)
Created2014-05
Description
This thesis covers second language acquisition in regards to age, examining the difference between elementary and high school students. The primary language of all the students tested was English. The second language being tested in this study is German. The general age range in the elementary students observed was 7-12 years old. The high school students' ages were between 14-18 years old. The environment consisted of a physical education atmosphere, which includes: gyms, outside recreational areas, fitness equipment, fields, etc. Methods used to conduct this study were visual and auditory/verbal approaches. No direct instruction was provided to the students, they were assessed based on their ability to absorb the information when provided to them indirectly in a traditional classroom atmosphere. In addition, direct instruction is also not conducive to a physical education setting as it has the potential to detract from the necessary lesson content.
ContributorsMarch, Ashley Taylor (Author) / Pangrazi, Connie (Thesis director) / Gilfillan, Daniel (Committee member) / School of International Letters and Cultures (Contributor) / College of Health Solutions (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05