Children show right-lateralized effects of spoken word-form learning.
It is commonly thought that phonological learning is different in young children compared to adults, possibly due to the speech processing system not yet having reached full native-language specialization. However, the neurocognitive mechanisms of phonological learning in children are poorly underst...
Main Authors: | , , , , , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Public Library of Science (PLoS)
2017-01-01
|
Series: | PLoS ONE |
Online Access: | http://europepmc.org/articles/PMC5291445?pdf=render |