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Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
Read this sentence from the text and analyze its structure:
However, all were carried out on animals, because it is not possible to do such research with humans.
Now, consider the following statements about the use of the word “because” in English language and choose the correct alternative.
I) “Because” can be used as a subordinating conjunction which introduces clauses of cause.
II) “Because” is a conjunction that can be used when giving the reason for something.
III) “Because” can always be replaced without change of meaning by “in the event that”.
Brain Development: Can Teaching Make a
Difference?
It has long been known that different regions of the brain have specialized functions. For example, the frontal lobes are involved in abstract reasoning and planning, while the posterior lobes are involved in vision. Until recently, it was believed that these specialized regions developed from a genetic blueprint that determined the structure and function of specific areas of the brain. That is, particular areas of the brain were designed for processing certain kinds of information from birth.
New evidence suggests that the brain is much more malleable than previously thought. Recent findings indicate that the specialized functions of specific regions of the brain are not fixed at birth but are shaped by experience and learning. To use a computer analogy, we now think that the young brain is like a computer with incredibly sophisticated hardwiring, but no software. The software of the brain, like the software of desktop computers, harnesses the exceptional processing capacity of the brain in the service of specialized functions, like vision, smell, and language. All individuals have to acquire or develop their own software in order to harness the processing power of the brain with which they are born.
A number of studies support this view. However, all were carried out on animals, because it is not possible to do such research with humans. Caution is called for when extrapolating these findings to humans.
These findings may have implications for language educators: for one thing, that teaching and teachers can make a difference in brain development, and that they shouldn’t give up on older language learners.
Source: http://carla.umn.edu/immersion/acie/vol5/Nov2001_
BrainResearch.html (Edited.)
Read this sentence from the text and analyze its structure:
New evidence suggests that the brain is much more malleable than previously thought.
The word “previously” is an adverb which informs when an action happened. Choose the following alternative which presents an example of an adverb of time.
Conheça nossos planos