Technical innovations for measuring brain activity are shedding new light on the neural basis of language learning.
文章系统介绍了言语学习引起的脑功能和结构可塑性变化研究的最新进展,例如:第二语言的词汇——语义学习引起的脑功能变化主要受熟练程度的影响,而句法学习引起的脑功能变化主要受获得年龄的影响;实验室言语训练可以引起语言加工相关区域激活增强或减弱,以及出现新的激活区域;第二语言学习导致了左侧顶下皮层灰质密度增加。
There have been a great deal of the research findings of NLD in the concept of “nonverbal learning disabilities(NLD)”, the diagnosis standards and screening, neuropsychology, cognition, sociality and instructional intervention.
非言语学习不良日益成为学习不良研究的新热点,非言语学习不良的概念界定、筛查和诊断标准以及非言语学习不良的神经心理、认知、社会性和教育干预等领域取得了大量的研究成果。
The study investigated spatial and nonspatial relation reasoning abilities in adolescents with nonverbal learning disabilities under figure and word conditions, and analyzed their reasoning strategies.
目的:考查在图形和文字两种刺激材料条件下,非言语学习不良青少年空间关系和非空间关系推理特点及推理策略的使用。
This paper divides College English efficient learning strategies into three-Metalearning Strategy, General Strategy and English Acquisition Strategy-according to it s characters in the course of learning and O Malley & Chamot s classifying theory.
根据学习策略的本源性、普遍性和特殊性特征，结合O Malley和Chamot的学习策略分类理论，笔者将大学英语高效学习策略分为三大类：元学习策略、通用学习策略和言语学习策略。