Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan.
Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan.
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DOI：
10.3389/fnsys.2013.00090
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发表时间：
2013-11-20
影响因子：
3
通讯作者：
Moreno S
中科院分区：
文献类型：
--
作者：
White EJ;Hutka SA;Williams LJ;Moreno S
人类发展中的敏感时期经常被用来解释在获得一些技能方面与年龄有关的差异，例如第二语言（L2）和音乐专业知识。传统观点认为，在经历了一段敏感时期后，学习会产生负面影响，而我们目前对大脑在整个生命周期中依赖经验的可塑性的理解，很难将这种负面影响与之协调起来。我们需要更好地理解听觉学习和可塑性在不同发展阶段的机制。借鉴语言发展和音乐训练的研究，这篇评论不仅探讨了我们学习什么，什么时候学习，而且还探讨了不同年龄段的学习情况。首先，我们讨论了学习和可塑性的机制中的差异，在一个敏感期后，通过检查如何语言暴露与培训形式的语言特定的语音表征在婴儿和成人L2学习者，分别。其次，我们研究了不同年龄段开始的音乐训练对听觉和运动处理以及感觉运动整合的行为和神经指标的影响。第三，我们研究了在何种程度上，儿童训练在一个听觉域可以提高处理在另一个域通过共享的神经认知系统之间的学习转移。具体来说，我们审查的证据，音乐和语言之间的潜在的双向转移的技能，通过研究如何讲一种音调的语言可能会提高音乐处理，反过来说，如何早期的音乐训练可以提高语言处理。最后，我们讨论了注意力在听觉学习中的作用，在敏感期和敏感期后的学习，并概述了未来研究的途径。
Sensitive periods in human development have often been proposed to explain age-related differences in the attainment of a number of skills, such as a second language (L2) and musical expertise. It is difficult to reconcile the negative consequence this traditional view entails for learning after a sensitive period with our current understanding of the brain’s ability for experience-dependent plasticity across the lifespan. What is needed is a better understanding of the mechanisms underlying auditory learning and plasticity at different points in development. Drawing on research in language development and music training, this review examines not only what we learn and when we learn it, but also how learning occurs at different ages. First, we discuss differences in the mechanism of learning and plasticity during and after a sensitive period by examining how language exposure versus training forms language-specific phonetic representations in infants and adult L2 learners, respectively. Second, we examine the impact of musical training that begins at different ages on behavioral and neural indices of auditory and motor processing as well as sensorimotor integration. Third, we examine the extent to which childhood training in one auditory domain can enhance processing in another domain via the transfer of learning between shared neuro-cognitive systems. Specifically, we review evidence for a potential bi-directional transfer of skills between music and language by examining how speaking a tonal language may enhance music processing and, conversely, how early music training can enhance language processing. We conclude with a discussion of the role of attention in auditory learning for learning during and after sensitive periods and outline avenues of future research.