Home
|
About Journal
|
Editorial Board
|
Instruction
|
Subscribe
|
Advertisement
|
Messages Board
|
Contact Us
|
中文
Office Online
Journal Online
Forthcoming Articles
Current Issue
In Press
Archive
Advanced Search
Read Articles
Download Articles
Email Alert
2016 Vol. 4, No. 4
Published: 2016-12-30
Review
Forum
Case study
Comment
Forum
159
Research progress in early childhood language development and brain development
ZHOU Jing, LI Chuanjiang, ZHANG Yibin
DOI: 10.3969/j.issn.2095-4301.2016.04.001
This review covers publications on early childhood language and brain development, which discussed the relationship between critical period of language development and the window of opportunity of brain development and explored the outcomes coming from bilingual learning and bilingual brain. At last from the perspective on development of early language and social brain, we make responses to the question related to the developing environment of early language and brain, in order to promote better understanding and deeper researching on early childhood language development and education in China.
2016 Vol. 4 (4): 159- [
Abstract
] (
1463
)
HTML
(1 KB)
PDF
(1865 KB) (
1401
)
Comment
169
Researches on developmental dyscalculia and implications for educational equity policy from perspective of educational neuroscience
ZHANG Jinfeng, ZHOU Jiaxian
DOI: 10.3969/j.issn.2095-4301.2016.04.002
Developmental dyscalculia (DD) is a specific learning disability impeding the acquisition of digital processing and operational ability among children. It has a great negative effect on not only math achievement, but also on children's emotional management, social cognition, interpersonal relationships and so on. This article attempts to address the causes of DD in terms of genetic, cognitive and brain neural mechanisms from the perspective of educational neuroscience. Based on these causes, we put forward some suggestions for educational strategies and methods from the educational equity policy perspective.
2016 Vol. 4 (4): 169- [
Abstract
] (
1760
)
HTML
(1 KB)
PDF
(731 KB) (
1501
)
Case study
177
Motor play on the development of 0-8 month infant: a case study
LI Jiayang，LIU Wenli
DOI: 10.3969/j.issn.2095-4301.2016.04.003
Objective
To observe and study the effect of the motor play on the development of infant's gross-motor skills by 8-month tracking study.
Methods
Event sampling, diary, daily schedule record, and media record were adopted for data collection after the subject birth. The development of gross-motor skills was assessed through questionnaire by an expert from a childcare unit.
Results
Research showed that, through 8 months of the motor play, the development of the object of study exceeded the Chinese norm index in movements.
Conclusion
The research indicates that in the early childhood education, motor play could enhance the development of gross-motor skills of 0-8-month infants.
2016 Vol. 4 (4): 177- [
Abstract
] (
1766
)
HTML
(1 KB)
PDF
(771 KB) (
1568
)
Review
186
Neural mechanisms of second language learning and potential implications for foreign language education
WANG Yapeng, LI Jili
DOI: 10.3969/j.issn.2095-4301.2016.04.004
With the development of social economy and increasement of international exchange, to learn a second language is more and more important, and becomes a very prevalent trend. Just for this consideration, more and more researchers have devoted themselves to study the neural mechanisms of second language (L2) learning. In this paper, we selectively review the current status and progress regarding the neural mechanisms of L2 learning, and point out some important implications for L2 instruction and learning, especially based on the current progress related to the relationship between L2 learning and native language learning, L2 learning and cognitive development, and L2 learning and brain plasticity. We argue that, although current findings related to the neural mechanisms of L2 learning have important implications for L2 instruction and learning, researchers should give more attention to education practice. Only by doing so, neuroscience study about L2 learning might provide more implications for L2 instruction and learning.
2016 Vol. 4 (4): 186- [
Abstract
] (
1508
)
HTML
(1 KB)
PDF
(723 KB) (
1297
)
194
Neural mechanisms of motivation
JIANG Yi
DOI: 10.3969/j.issn.2095-4301.2016.04.005
Educational neuroscience is a new interdisciplinary field and its aim is to link brain research with traditional education research. It enables educators to capture neural mechanism underlying diverse learning processes. Educational neuroscience can help educators to understand students' psychological processes in the learning context more comprehensively and to ultimately design an optimal learning environment. In this paper, the neural mechanism of motivation process is reviewed in terms of three sub processes, namely reward-driven stimulation process, competence and value based generating process, and goal directed cognitive control based maintenance process. Based on these three processes, several closely related concepts including reward, competence, value, goal, and cognitive control are discussed. Several key motivation-relevant brain structures are highlighted, such as ventral striatum, media prefrontal cortex, orbitofrontal cortex, anterior cingulate cortex, and dorsolateral prefrontal cortex. The educational implication of exploring the neural mechanisms of motivation is also discussed.
2016 Vol. 4 (4): 194- [
Abstract
] (
1887
)
HTML
(1 KB)
PDF
(1765 KB) (
1517
)
203
Acquiring two languages simultaneously in infants: exception or potential
CHEN Juyong
DOI: 10.3969/j.issn.2095-4301.2016.04.006
Some bilingual babies learn two languages at the same time. Is it a special case or does a baby generally has this potential? Neonates have general perception of human speech sounds. Six months later, infants exposed to a bilingual environment since birth still can do this while many of their monolingual peers already can not. Simultaneous bilingual infants can discriminate a native vowel while monolingual infants can not; however, training helps monolingual infants regain or keep their discrimination of some nonnative speech sounds. It shows that acquiring two languages simultaneously probably is a general potential possessed by most infants. Governments attach more importance to early childhood education and care. More and more infants are cared outside home by employed people. Social care may provide infants chances to be exposed to a second language if their families can not. Simultaneous bilinguals represent two languages at the same cerebral cortical areas, exactly the regions where monolinguals represent their native language. This makes them quite different from other bilingual groups who acquire two languages at different ages. There are ways based on sex hormones, brain structures and functions to help evaluate who is taking the risk acquiring two languages simultaneously in case being exposed to a second language impede the acquirement of the first language.
2016 Vol. 4 (4): 203- [
Abstract
] (
1725
)
HTML
(1 KB)
PDF
(699 KB) (
1443
)
Copyright © Editorial Board of JOURNAL OF BIO-EDUCATION
Supported by:
Beijing Magtech
