Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns

Journal of Cognitive Neuroscience

Volumn 24, Issue 4, 2012, Pages 933-947

  Morgan Short, Kara ^a   Steinhauer, Karsten ^b   Sanz, Cristina ^c   Ullman, Michael T ^c  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^b MCGILL UNIVERSITY   (Canada)

^c GEORGETOWN UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; BRAIN ELECTROPHYSIOLOGY; COMMUNICATION SKILL; EDUCATION; HUMAN; HUMAN EXPERIMENT; INTERMETHOD COMPARISON; LANGUAGE ABILITY; LANGUAGE PROCESSING; LEARNING STYLE; PRIORITY JOURNAL; TASK PERFORMANCE;

ACHIEVEMENT; ACOUSTIC STIMULATION; ADULT; ANALYSIS OF VARIANCE; BRAIN; BRAIN MAPPING; ELECTROENCEPHALOGRAPHY; EVOKED POTENTIALS, VISUAL; FEMALE; HUMANS; LANGUAGE TESTS; LEARNING; MALE; MULTILINGUALISM; PATTERN RECOGNITION, VISUAL; QUESTIONNAIRES; REACTION TIME; SPEECH PERCEPTION; TIME FACTORS; YOUNG ADULT;

EID: 84857546323     PISSN: 0898929X     EISSN: 15308898     Source Type: Journal    
DOI: 10.1162/jocn_a_00119     Document Type: Article

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