Langue / Language

Neuroeducation special issue in Prospects journal / Numéro spécial de neuroéducation dans la revue Prospects

Brain science, education and learning: Making connections

Click here to access special issue / Cliquer ici pour accéder au numéro spécial


Brain science, education, and learning: Making connections

P. T. M. Marope (pp. 187-190)

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Neuroscience, psychology, and society: Translating research to improve learning

Allison Master, Andrew N. Meltzoff, Roberto Lent (pp. 191-198)


The various forms of neuroplasticity: Biological bases of learning and teaching

Fernanda Tovar-Moll, Roberto Lent (pp. 199-213)


Building bridges between psychological science and education: Cultural stereotypes, STEM, and equity

Allison Master, Andrew N. Meltzoff (pp. 215-234)


Effects of enriched auditory experience on infants’ speech perception during the first year of life

T. Christina Zhao, Patricia K. Kuhl (pp. 235-247)

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Physiology and assessment as low-hanging fruit for education overhaul

Sidarta Ribeiro, Natália Bezerra Mota, Valter da Rocha Fernandes…(pp. 249-264)


The biological side of social determinants: Neural costs of childhood poverty

Sebastián J. Lipina (pp. 265-280)


How neuroendocrinology can contribute to early childhood education and care: Cortisol as a supplementary indicator of quality

Amedeo D’Angiulli, Kylie Schibli (pp. 281-299)


Cognitive abilities that mediate SES’s effect on elementary mathematics learning: The Uruguayan tablet-based intervention

Juan Valle-Lisboa, Álvaro Cabana, Robert Eisinger, Álvaro Mailhos… (pp. 301-315)

Word and object recognition during reading acquisition: MEG evidence / Reconnaissance des mots et des objets pendant l'apprentissage de la lecture: une étude par MEG


Caffarra, S., Martin, C. D., Lizarazu, M., Lallier, M., Zarraga, A., Molinaro, N., & Carreiras, M. (2017). Word and object recognition during reading acquisition: MEG evidence. Developmental Cognitive Neuroscience, 24, 21-32.

DOI: 10.1016/j.dcn.2017.01.002


  • This MEG study investigates the effect of reading acquisition on children’s brain. / 
    Cette étude par MEG s'intéresse à l'effet de l'apprentissage de la lecture sur le cerveau des enfants.
  • Children’s left language network is activated by written words as reading improves. /
    Le réseau du langage des enfants de l'hémisphère gauche est activé par les mots écrits à mesure que l'habileté en lecture se développe.
  • Reading expertise does not have a strong impact on children’s spoken words analysis. /
    L'expertise en lecture n'a pas un impact important sur l'analyse par les enfants des mots parlés.
  • In object recognition the left hemisphere involvement increases as reading improves. /
    L'implication de l'hémisphère gauche dans la reconnaissance des objets augmente à mesure que l'habileté en lecture se développe.


Studies on adults suggest that reading-induced brain changes might not be limited to linguistic processes. It is still unclear whether these results can be generalized to reading development. The present study shows to which extent neural responses to verbal and nonverbal stimuli are reorganized while children learn to read. MEG data of thirty Basque children (4–8y) were collected while they were presented with written words, spoken words and visual objects. The evoked fields elicited by the experimental stimuli were compared to their scrambled counterparts. Visual words elicited left posterior (200–300 ms) and temporal activations (400–800 ms). The size of these effects increased as reading performance improved, suggesting a reorganization of children’s visual word responses. Spoken words elicited greater left temporal responses relative to scrambles (300–700 ms). No evidence for the influence of reading expertise was observed. Brain responses to objects were greater than to scrambles in bilateral posterior regions (200–500 ms). There was a greater left hemisphere involvement as reading errors decreased, suggesting a strengthened verbal decoding of visual configurations with reading acquisition. The present results reveal that learning to read not only influences written word processing, but also affects visual object recognition, suggesting a non-language specific impact of reading on children’s neural mechanisms.


KeywordsMEG; Reading acquisition; Visual word recognition; Speech processing; Object recognition


Special issue: The neural basis of language learning / Dossier thématique: Les bases neuronales de l'apprentissage d'une langue



Volume 98, Pages 1-228, April 2017 

Special Issue: The Neural Basis of Language Learning /
Dossier thématique: Les bases neuronales de l'apprentissage d'une langue
Edited by / Dirigé par Kate Watkins, Denise Klein and Ingrid Johnsrude

The neural basis of language learning: Brief introduction to the special issue    
Pages 1-3 
Kate E. Watkins, Denise Klein, Ingrid S. Johnsrude

Ambiguous function words do not prevent 18-month-olds from building accurate syntactic category expectations: An ERP study    (Original Research Article) 
Pages 4-12 
Perrine Brusini, Ghislaine Dehaene-Lambertz, Marieke van Heugten, Alex de Carvalho, François Goffinet, Anne-Caroline Fiévet, Anne Christophe

The pace of vocabulary growth during preschool predicts cortical structure at school age    (Original Research Article) 
Pages 13-23 
Salomi S. Asaridou, Özlem Ece Demir-Lira, Susan Goldin-Meadow, Steven L. Small

Functional organization of the language network in three- and six-year-old children (Original Research Article)
Pages 24-33 
Kodjo Vissiennon, Angela D. Friederici, Jens Brauer, Chiao-Yi Wu

Bilingualism yields language-specific plasticity in left hemisphere's circuitry for learning to read in young children (Original Research Article)
Pages 34-45 
K.K. Jasińska, M.S. Berens, I. Kovelman, L.A. Petitto 

Morphology, orthography, and the two hemispheres: A divided visual field study with Hindi/Urdu biliterates (Original Research Article)
Pages 46-55 
Chaitra Rao, Jyotsna Vaid 

Neurophysiological evidence for the interplay of speech segmentation and word-referent mapping during novel word learning (Original Research Article)
Pages 56-67 
Clément François, Toni Cunillera, Enara Garcia, Matti Laine, Antoni Rodriguez-Fornells 

Learning and retrieving holistic and componential visual-verbal associations in reading and object naming (Original Research Article)
Pages 68-84 
Connor Quinn, J.S.H. Taylor, Matthew H. Davis 

Newly-acquired words are more phonologically robust in verbal short-term memory when they have associated semantic representations (Original Research Article)
Pages 85-97 
Nicola Savill, Andrew W. Ellis, Elizabeth Jefferies 

Category learning in Alzheimer’s disease and normal cognitive aging depends on initial experience of feature variability (Original Research Article)
Pages 98-110 
Jeffrey S. Phillips, Corey T. McMillan, Edward E. Smith, Murray Grossman 

Brain connections of words, perceptions and actions: A neurobiological model of spatio-temporal semantic activation in the human cortex (Original Research Article)
Pages 111-129 
Rosario Tomasello, Max Garagnani, Thomas Wennekers, Friedemann Pulvermüller 

Neural signatures of second language learning and control (Original Research Article)
Pages 130-138 
James Bartolotti, Kailyn Bradley, Arturo E. Hernandez, Viorica Marian 

The neural bases of the learning and generalization of morphological inflection (Original Research Article)
Pages 139-155 
Michael Nevat, Michael T. Ullman, Zohar Eviatar, Tali Bitan 

On neural correlates of individual differences in novel grammar learning: An fMRI study (Original Research Article)
Pages 156-168 
Olga Kepinska, Mischa de Rover, Johanneke Caspers, Niels O. Schiller 

The role of the left inferior parietal lobule in second language learning: An intensive language training fMRI study (Original Research Article)
Pages 169-176 
Elise B. Barbeau, Xiaoqian J. Chai, Jen-Kai Chen, Jennika Soles, Jonathan Berken, Shari Baum, Kate E. Watkins, Denise Klein 

Native-language N400 and P600 predict dissociable language-learning abilities in adults (Original Research Article)
Pages 177-191 
Zhenghan Qi, Sara D. Beach, Amy S. Finn, Jennifer Minas, Calvin Goetz, Brian Chan, John D.E. Gabrieli 

Personalized learning: From neurogenetics of behaviors to designing optimal language training (Original Research Article)
Pages 192-200 
Patrick C.M. Wong, Loan C. Vuong, Kevin Liu 

Magnetic resonance imaging of the brain and vocal tract: Applications to the study of speech production and language learning (Original Research Article)
Pages 201-211 
Daniel Carey, Carolyn McGettigan 

Cortical thickness increases after simultaneous interpretation training (Original Research Article)
Pages 212-219 
Alexis Hervais-Adelman, Barbara Moser-Mercer, Micah M. Murray, Narly Golestani 

Early bilingualism, language attainment, and brain development (Original Research Article)
Pages 220-227 
Jonathan A. Berken, Vincent L. Gracco, Denise Klein 

Neuroscience and Education - Added Value of Combining Brain Imaging and Behavioral Research (special issue)

Stern, E., Grabner, R. H., & Schumacher, R. (Eds.). (2016). Neuroscience and Education - Added Value of Combining Brain Imaging and Behavioral Research. Zeitschrift für Psychologie, 224(4), 237-315.
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Educational Neuroscience - A Field Between False Hopes and Realistic Expectations (pp. 237-239)
Elsbeth Stern, Roland H. Grabner, Ralph Schumacher
DOI: 10.1027/2151-2604/a000258

Review Articles

Development of Reading Remediation for Dyslexic Individuals - Added Benefits of the Joint Consideration of Neurophysiological and Behavioral Data (pp. 240-246)
Mélanie Bédard, Line Laplante, Julien Mercier
DOI: 10.1027/2151-2604/a000259

A Systematic Review of the Literature Linking Neural Correlates of Feedback Processing to Learning (pp. 247-256)
Jan-Sébastien Dion, Gérardo Restrepo
DOI: 10.1027/2151-2604/a000260

Original Articles

The Effect of a Prospected Reward on Semantic Processing - An N400 EEG Study (pp. 257–265)
Sanne H. G. van der Ven, Sven A. C. van Touw, Anne H. van Hoogmoed, Eva M. Janssen, Paul P. M. Leseman
DOI: 10.1027/2151-2604/a000261

Proportional Reasoning - The Role of Congruity and Salience in Behavioral and Imaging Research (pp. 266–276)
Ruth Stavy, Reuven Babai, Arava Y. Kallai
DOI: 10.1027/2151-2604/a000262

The Learning Brain - Neuronal Recycling and Inhibition (pp. 277–285)
Emmanuel Ahr, Grégoire Borst, Olivier Houdé
DOI: 10.1027/2151-2604/a000263


Event-Related Potentials (ERPs) Reflecting Feedback and Error Processing in the Context of Education (pp. 286–289)
Frieder L. Schillinger
DOI: 10.1027/2151-2604/a000264

Neuroscience-Based Approaches to Teaching Students on the Autism Spectrum (pp. 290–293)
Debbie Cockerham, Evie Malaia
DOI: 10.1027/2151-2604/a000265

Measuring Implicit Cognitive and Emotional Engagement to Better Understand Learners’ Performance in Problem Solving (pp. 294–296)
Patrick Charland, Pierre-Majorique Léger, Julien Mercier, Yannick Skelling, Hugo G. Lapierre
DOI: 10.1027/2151-2604/a000266

Behavioral and Neural Effects of Game-Based Learning on Improving Computational Fluency With Numbers - An Optical Brain Imaging Study (pp. 297–302)
Murat Perit Çakır, Nur Akkuş Çakır, Hasan Ayaz, Frank J. Lee
DOI: 10.1027/2151-2604/a000267


Click here to access full issue / Cliquer ici pour accéder au numéro complet

Cerveau, apprentissage et enseignement : mieux connaître le cerveau peut-il nous aider à mieux enseigner?

Masson, S. (2014). Cerveau, apprentissage et enseignement : mieux connaître le cerveau peut-il nous aider à mieux enseigner? Éducation Canada, 54(4), 40-43. 


Au cours des dernières années, trois grandes découvertes sont venues renforcer la pertinence de s’intéresser au cerveau en éducation. La première : l’apprentissage modifie l’architecture du cerveau. À l’aide de l’imagerie cérébrale, il est donc possible d’identifier les changements cérébraux découlant des apprentissages scolaires. La seconde : l’architecture cérébrale des apprenants influence significativement leurs apprentissages. Mieux connaître l’architecture cérébrale des élèves pourrait donc nous aider à mieux comprendre les contraintes biologiques liées aux apprentissages scolaires. La troisième : l’enseignement influence les effets de l’apprentissage sur le cerveau. Ainsi, deux types d’enseignement peuvent avoir des effets différents sur le développement du cerveau des élèves. Ces trois découvertes appuient l’idée selon laquelle mieux connaître le cerveau des apprenants peut nous apporter des indices pour mieux enseigner.

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