Biological Foundations of Language

By E. Lenneberg. 1967

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Citations in the corpus

Continual Lifelong Learning with Neural Networks: A Review (2018, background): “ted time window in development in which infants are particularly sensitive to the effects of their experiences. This period is commonly referred to as the sensitive or critical period of development (Lenneberg, 1967) in which early experiences are particularly inﬂuential, sometimes with irreversible”
Replay in Deep Learning: Current Approaches and Missing Biological Elements (2021, positive): “Additionally, curriculum learning is important for cognitive development in humans (Lenneberg, 1967; Senghas, Kita, & Özyürek, 2004).”
Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework (2007, background): “Originally, it was generally believed that the brain was only able to acquire a new language during childhood while the brain was developing (Lenneberg, 1967), and that acquisition of complete language mastery of a new language, especially pronunciation, at older ages was not possible.”
A UNIFIED MODEL (2007, background): “Some researchers (DeKeyser, 2000; Long, 2005) have attributed these effects not to transfer and entrenchment, but to the operation of a biologically determined critical period (Lenneberg, 1967).”
The historical functional linear model (2003, background): “Taking into account the muscles of the thoracic and abdominal walls, the neck and face, the larynx and pharynx, as well as the oral cavity, there are over 100 muscles that must be centrally controlled for speech production (Lenneberg 1984).”
Music training improves verbal but not visual memory: cross-sectional and longitudinal explorations in children. (2003, unknown): “That experience can influence the development and organization of mammalian brain structures and functions is well supported by numerous animal (e.g., Greenough & Black, 1992; Hebb, 1947; Nakamura, Kobayashi, Ohashi, & Ando, 1999; Wiesel & Hubel, 1963) and human studies (e.g., Bremner & Narayan, 199”
Brain development, plasticity, and behavior. (1989, background): “This view was reinforced by Lennenberg (1967), who reviewed the effects of cortical lesions on language in children and concluded that left hemisphere damage in the first few years of life allowed substantial recovery of language processes, presumably because of some sort of cortical reorganization.”
Why is Pronunciation So Difficult to Learn (2011, background): “According to the “Critical Period Hypothesis” proposed by Lenneberg (1967) there is a biological or neurological period which ends around the age of 12; after this period it becomes extremely difficult to attain the complete mastery of a second language especially pronunciation.”
Age of Acquisition Effects in Word Reading and Other Tasks (2002, background): “On this view, so-called “sensitive period” effects are actually extreme cases of AoA effects ‐ failures to learn in later life which reflect the entrenchment of early-learned patterns ‐ and not maturational changes in the neural substrate supporting language acquisition, as has been classically pres”
THE ROBUSTNESS OF APTITUDE EFFECTS IN NEAR-NATIVE SECOND LANGUAGE ACQUISITION (2008, unknown): “…acquisition has been the object of intense debate during the past 40 years+ The critical period hypothesis ~CPH!, in its original formulation ~Lenneberg, 1967!, predicted eventual nativelike levels of L2 proficiency in prepuberty learners but—due to decreasing brain plasticity ~or…”