The Science of Language pt. 3 of 3 (neuroplasticity and learning language)
The Importance of Brain Plasticity for Learning Language
Neuroplasticity or neural plasticity is the ability of the brain and spinal cord to change either by learning, through experience, memory formation, brain damage, or trauma. In short, neuroplasticity promotes the ease of neural or cell growth across brain regions, either for better or worse. In some circumstances, learning may induce beneficial structural changes through enhanced neuroplasticity and promote neurogenesis through acetylcholine release in the forebrain (Mohapel et al., 2005). In other situations, such as trauma, long-lasting negative reinforcement and neural plasticity can promote negative emotions by an increase in functional connectivity in the amygdala (Belleau et al., 2020).
It is important to stress that neuroplasticity, although it can be beneficial, can also be detrimental within the context of brain wiring and re-wiring. Think about it! Neural plasticity is the efficiency of neuronal adaption. This can be a positive adaptation, such as trying to learn something like a new language, comprehending a scientific paper, or studying for an exam. Moreover, it can be a negative adaptation, such as the brain changing from bad habits or experiences. Whether it be a positive or negative change is sometimes outside our control, sometimes a reflection of dietary, exercise, and sleep habits, and other times how engaged, focused, and centered our attention is on a particular pursuit.
For children, this flexibility occurs readily with little to no conscious effort as they are constantly bombarded with new environmental stimuli. The intensity of sound increases, the variation in touch and smell is magnified, and at a week, they begin to see colors. The initial stages of child perception are malleable to just about any sensory perception. At this stage in life, from 0-2 years old, brain volume increases to proportions not seen at any other lapse in human development (Knickmeyer et al., 2008). By five years old, some physical independence is formed, motor coordination is more advanced, and language recognition reaches a milestone of 10,000 words. And by 10, complex movement and musical adeptness, such as dancing, playing the piano, or singing, can be performed at high levels.
However, as we age, proliferation and migration decrease, and cell death increase in a process called maturation through pruning. During this stage of life, most prevalent throughout adolescence, weak or less beneficial synapses and neurons are eliminated or decreased, while stronger synapses are consolidated through myelination (fat essential for protecting neuronal signaling). This period of pruning during childhood and upwards of 50% in some brain regions in adolescence can be seen as the brain prioritizing and adapting to its environment to become more efficient (Spear, 2014). This, in part, is why it is harder to learn a new language or instrument and pick up dancing after the age of twelve.
As we age, our neural functioning becomes hyper-directed towards particular channels of perceiving the world. In this state, we become disposed or more efficient at focused-based learning, such as problem-solving, mapping, analyzing, and whatever benefits from attention and focus. We become more hyper-analytical and can inhibit impulses toward reaching a goal. However, this comes at a trade. With focus and mapping also comes filtering, and with filtering comes reduced receptivity. Functions that require ease of receptivity, such as playing the piano, modifying our tone of voice or inflection, and learning a language, become progressively difficult. Ironically, it becomes more difficult because we are more efficient by being more selective of which neural connections are made and to which degree we may access brain plasticity.
The Importance of Brain Plasticity for Learning Language, pt. 2
Communicating is an essential element to the development of our species. For instance, advanced, deliberate verbal and nonverbal communication through writing and reading allowed for the gradual assimilation and progression of our understanding and tools we have today. This extraordinary ability to understand, comprehend, learn, remember, and build from our experiences is why we can use words to relay simple and more complex plans; it is why we can apprehend the narratives of millions of people and subtly influence their perception to start a revolution. It is, in part, the ink that writes out our affection, and accurately so, if our words depict what can be perceived. In contrast, words can also be an instrument of deception, a series of strings used to play a charming melody in disguise. Words can mold, mend, break, create, expand, and produce to the extent something can be perceived. This is why throughout this series, I spoke a lot about perception.
It is not sentence formation that the child first learns but sensory formation and response. If it is happy, it may smile. If it is uncomfortable, it may cry. If it is tired, it will sleep. These are intrinsic associations since happiness and discomfort may induce a reaction (smiling or crying) that offers chemical support, such as increased endorphins (Newhouse, 2021). In comparison, language development arises when the child can make associations with words while having an anatomically useful enough tongue and larynx to articulate those words.
Furthermore, the frontal cortex (pragmatic language processing), thalamus (moderate the transfer of information), nucleus accumbens (motivation, action, and reinforcement), and cerebrum (language production) need to be receptive to development for the appropriate neurogenesis and connectivity to take place. Afterward, once strong connections are built, further foreign language acquisition becomes harder. We can no longer assimilate the environment around us as we did but instead must use focus, novelty, and challenge to cause change (Kempermann et al., 2010).
And change does not happen readily like it was when you were a child. However, change can occur for better or worse. And I imagine most of us would prefer change to occur for the better. In the following article, I will offer strategies and tools other than sleep and exercise you can implement to make the most of positive neural plasticity. And how you can take advantage of that neuroplasticity to further optimize a bout of learning to directly and indirectly enhance memory, consolidation, and vocabulary,
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