Updates from Derren Brown and the Enigma Crew

“Developing language skills appears to be more important for boys than girls in helping them to develop self-control and, ultimately, succeed in school, according to a study led by a Michigan State University researcher. Thus, more emphasis should be placed on encouraging boy toddlers to “use their words” — instead of unruly behavior — to solve problems, said Claire Vallotton, MSU assistant professor of child development. “It shouldn’t be chalked off as boys being boys,” Vallotton said. “They need extra attention from child-care providers and teachers to help them build language skills and to use those skills to regulate their emotions and behavior.”

The study, co-authored by Catherine Ayoub from Harvard Medical School, is the first to suggest language skills have a bigger impact on boys’ self-regulation than on girls’. The findings will appear in an upcoming issue of the journal Early Childhood Research Quarterly.
The researchers examined data on children as they aged from 1 to 3 and their mothers who participated in the National Early Head Start Research and Evaluation study. As with previous research, Vallotton and Ayoub found that language skills — specifically the building of vocabulary — help children regulate their emotions and behavior and that boys lag behind girls in both language skills and self-regulation.

What was surprising, Vallotton said, was that language skills seemed so much more important to the regulation of boys’ behavior. While girls overall seemed to have a more natural ability to control themselves and focus, boys with a strong vocabulary showed a dramatic increase in this ability to self-regulate — even doing as well in this regard as girls with a strong vocabulary.”

Read more at Science Daily

“In the field of neuroscience, we know far less about language than about other brain mechanisms like emotion, memory, or sensation. The inherent difficulty of studying language is that it is so closely linked to thought. There are certainly parts of the brain in which language is concentrated, but it is hard to differentiate these areas from those involved in non-language cognitive processes. Language areas also appear to be quite fluid, occupying different parts of the brain among different individuals. And because language is a strictly human phenomenon, researchers can’t use animal studies to investigate brains at the neuron level.

Paradoxically, language-specific areas were the first localized areas to be discovered in the brain. As discussed earlier in our Going Mental series, French physician Paul Broca and German neurologist Carl Wernicke independently discovered two important language areas in the 1860s. Based on their brain damage studies, a cohesive picture of language processing emerged: stimuli from the auditory cortex (speech) or the visual cortex (reading) travel to Wernicke’s area in the left posterior temporal lobe, where it is processed and comprehended. From there, a bundle of nerves called the arcuate fasiculus connects to Broca’s area in the frontal lobe, which is responsible for language production. From there, the message is sent to the motor cortex for translation either into speech or writing. This succinct language circuit was the prevailing model for over a century; the only problem is that new tests show it to be inaccurate.

“Neither nature nor the brain always fits into discrete boxes,” writes Dr. John Ratey, author of “A User’s Guide to the Brain.” “Recent MRI and PET studies and highly specific clinical tests of language abilities and impairments show that the ability to move the face and tongue in the sequence necessary to produce speech sounds like ‘da’ and ‘ta’ and the ability to hear and decode the same sounds are in Broca’s area of the brain. This indicates that speech production and comprehension are not independent systems,” he says. ”

Read more at Big Think