Mapping Language Function in the Brain: A Review of the Recent Literature

Abstract

Advocates of brain-based learning have argued that instructional methods, to be successful, must be based on an understanding of how the brain processes information. In the past most descriptions of neurocognitive function were largely speculative, relying on theoretical constructions of how we believed the brain to work. Recent advances in functional imaging—Positron Emission Tomography and Magnetic Resonance Imaging—have, however, opened the brain to empirical study. This article will consider the potential importance of brain study for composition instruction, briefly describe functional imaging techniques, and review the findings of recent brain-mapping studies investigating the neurocognitive systems involved in language function. In short, understanding how language systems are organized in the brain represents the first step in our attempts to create brain-compatible instructional methods in the composition classroom. Following a review of the recent literature, the article will consider the possible implications of this information for pedagogical practice.

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

“…Recently, these studies have taken into consideration the findings of brain research to better organize the teaching and learning process (Şen et al, 2015). At this point, the rapid development of functional imaging techniques like Magnetic Resonance Imaging and Positron Emission Tomography has provided an opportunity to observe the brain in detail (Crafton & Kido, 2000;Yoganathan et al, 2023). In today's rapidly changing world, the brain is under research as never before because significant technological advancements are taking place, and these greatly affect scientific research by facilitating innovative opportunities, such as detailed observation of the human brain (Grillner et al, 2016;Seymour et al, 2017;Weinstein et al, 2017).…”