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Research from Concordia University in Montreal reveals a new perk visible in the problem-solving skills of bilingual toddlers. The study assessed the vocabularies of 39 bilingual children and 43 monolinguals when they were aged 24 months, and then again at 31 months. During the second assessment, the researchers also had the young participants perform a battery of tasks to test their cognitive flexibility and memory skills. While overall, there was little difference between the bilingual and monolingual toddlers, bilingual children performed significantly better on the conflict inhibition tasks than did their monolingual counterparts. Conflict inhibition refers to the mental process of overriding a well-learned rule that you would normally pay attention to. These were the two tasks: 1. Reverse categorization -- participants were told to put a set of little blocks into a little bucket and big blocks into a big bucket. Then the instructions were switched -- big blocks in the little bucket and little blocks in the big bucket. 2. Shape conflict -- participants were shown pictures of different sized fruit and asked to name them. Then a new series of images was shown, with a small fruit embedded inside a large one. Toddlers were asked to point to the little fruit. Crivello, one of the lead researchers, commented that "Language switching underlies the bilingual advantage on conflict tasks. In conflict inhibition, the child has to ignore certain information -- the size of a block relative to a bucket, or the fact that one fruit is inside another. That mirrors the experience of having to switch between languages, using a second language, even though the word from a first language might be more easily accessible."

The problem of looking at our devices nonstop is physiological and social. The average human head weighs between 10 and 12 pounds, and when we bend our neck to use digital devices, the gravitational pull on our head and the stress on our neck increases to as much as 60 pounds of pressure. That common position leads to incremental loss of the curve of the cervical spine. Posture has been proven to affect mood, behavior and memory, and frequent slouching can make us depressed, according to the National Center for Biotechnology Information. The way we stand affects everything from the amount of energy we have to bone and muscle development, and even the amount of oxygen our lungs can take in. A study in 2010 found that adolescents ages 8 to 18 spent more than 7.5 hours a day consuming media. In 2015, the Pew Research Center reported that 24 percent of teenagers are "almost constantly" online. Adults aren't any better: Most adults spend 10 hours a day or more consuming electronic media, according to a Nielsen's Total Audience Report from last year. "Mobile devices are the mother of inattentional blindness," said Henry Alford, the author of "Would It Kill You to Stop Doing That: A Modern Guide to Manners." "That's the state of monomaniacal obliviousness that overcomes you when you're absorbed in an activity to the exclusion of everything else." Children now compete with their parents' devices for attention, resulting in a generation afraid of the spontaneity of a phone call or face-to-face interaction. Eye contact now seems to be optional, Dr. Turkle suggests, and sensory overload can often mean our feelings are constantly anesthetized. Researchers at the University of Michigan claim empathy levels have plummeted while narcissism is skyrocketing, with emotional development, confidence and health all affected

Researchers from King's College London Institute of Psychiatry, in collaboration with Bellvitge Biomedical Research Institute (IDIBELL) and the University of Barcelona, mapped the neural pathways involved in word learning among humans. They found that the arcuate fasciculus, a collection of nerve fibres connecting auditory regions at the temporal lobe with the motor area located at the frontal lobe in the left hemisphere of the brain, allows the 'sound' of a word to be connected to the regions responsible for its articulation. Differences in the development of these auditory-motor connections may explain differences in people's ability to learn words. Researchers used diffusion tensor imaging to image the structure of the brain before a word learning task and functional MRI, to detect the regions in the brain that were most active during the task. They found a strong relationship between the ability to remember words and the structure of arcuate fasciculus, which connects two brain areas: the territory of Wernicke, related to auditory language decoding, and Broca's area, which coordinates the movements associated with speech and the language processing. In participants able to learn words more successfully their arcuate fasciculus was more myelinated i.e. the nervous tissue facilitated faster conduction of the electrical signal. In addition the activity between the two regions was more co-ordinated in these participants. Dr Catani concludes, "Now we understand that this is how we learn new words, our concern is that children will have less vocabulary as much of their interaction is via screen, text and email rather than using their external prosthetic memory. This research reinforces the need for us to maintain the oral tradition of talking to our children."

This article talks about: -swearing -what makes a word taboo -social norms -why "taboo" words still exist -to envoke feeling -part of the brain used while swearing -amygdala: processes emotion and memory -swearing and medical conditions -swearing and freedom of speech

This article explains different aspects of swearing. It talks about the idea of swearing itself and why swear words are considered swear words. It also explains why people swear and for what uses. It also explains how swearing affects the brain.

This article talks about the benefits learning a second language can have on the brain. The article states that learning a second language early in life can lead to more dense grey matter, better blood flow, larger hippocampus and language centers in the brain, and more neural pathways. Along with physical benefits, learning a second language also benefits memory, efficiency, and success in school, especially math and reading.

This article gives simple, key steps to learning a new language. Many people are learning a new language right now. Nearly 1.2 billion people in this world are in the process of developing a second language. The study shows that the most efficient way to learn a language is not in the amount of hours you put in, but how often you practice. Cramming in massive amounts of hours one day each week is not an efficient way of learning something new. You need to be immersed in the language as frequently possible. You also need to review what you have studied before. Learning it once and then forgetting is not helpful in the long run. Reviewing will help turn your learning into muscle memory. This article helps and motivates new language learners and helps them seek their end goal of speaking fluently.

The age at which children learn a second language can have a significant bearing on the structure of their adult brain, according to a new joint study by the Montreal Neurological Institute and Hospital -- The Neuro at McGill University and Oxford University. The study concludes that the pattern of brain development is similar if you learn one or two language from birth. However, learning a second language later on in childhood after gaining proficiency in the first (native) language does in fact modify the brain's structure, specifically the brain's inferior frontal cortex. The left inferior frontal cortex became thicker and the right inferior frontal cortex became thinner. The cortex is a multi-layered mass of neurons that plays a major role in cognitive functions such as thought, language, consciousness and memory. The study suggests that the task of acquiring a second language after infancy stimulates new neural growth and connections among neurons in ways seen in acquiring complex motor skills such as juggling. The study's authors speculate that the difficulty that some people have in learning a second language later in life could be explained at the structural level.

I find this very relevant to us as teens because we do tend to have very selective hearing and memory, such that if we hear something that we don't like we just choose not to listen. I also found the information on optimism being very good for the body and I found it interesting that 80% of people are optimist even when they don't think so themselves.

There is no such thing as "just language." Anne Curzan, associate dean of humanities and Arthur F. Thurnau professor of English at the University of Michigan, uses her knowledge of linguistics to discuss the social power language holds. Curzan is the author of "Gender Shifts in the History of English" and is the subject of a 36-lecture series titled "The Secret Life of Words." In Curzan's lecture, "Politically Correct: Do Our Language Choices Matter?," she discusses everything from sexist language to preferred pronouns in order to dispel the stigma against politically correct speaking. She spoke to students in the Memorial Union Thursday evening. "It is never just language," Curzan said. "As soon as anyone says it's just language, it's because they don't want to deal with the real issue."

While brain games can't avert dementia in those genetically inclined toward the condition, one can ensure better brain fitness and long-term health. The brain thrives on continuous stimulation. Here are takeaway tips from the article: 1. Brain exercises should rely on novelty and complexity, including board games that are played with others. 2. All kinds of concentrated activities, like learning a foreign language or how to play a musical instrument, can be fulfilling. 3. Along with exercising and good nutrition, a brain that is fully engaged socially, mentally and spiritually is more resilient. 4. New, interactive learning is helpful. 5. Cognitive training that uses thinking, such as problem solving and learning, like reading a newspaper article and discussing it with a friend, has staying power in the brain - even 10 years after the training ends.

That agonizing moment when you know precisely what you want to say but you fail to produce the word or phrase is known as a "tip-of-the-tongue" moment. Lise Abrams, a psychology professor at the University of Florida has studied the phenomenon for 20 years. Researchers have even found occurrences among sign language users--termed "tip-of-the-finger" states. Key findings: 1. Low-frequency use: We're more likely to draw blanks on words we use less frequently - like abacus or palindrome. 2. There are also categories of words that lead to tip-of-the-tongue states more often. Proper names are one of those categories. There's no definitive theory, but one reason might be that proper names are arbitrary links to the people they represent, so people with the same name don't possess the same semantic information the way that common nouns do, Abrams said.

This study looks at how age of acquisition affects second language learning and how it can influence cognitive processing. Bilingual Spanish and English speakers appear to have an advantage over monolingual individuals, with bilingualism shaping word learning and memory capacity. Specifically, early bilinguals performed better than monolingual individuals and late bilingual learners. There were two mechanisms discussed at the end of the study. The first is based on the critical-period-based phenomenon. The second is based on longer exposure to the two languages, which contributes to bilingual advantages.

Teachers can use music to deepen the learning environment in a literacy classroom. Many commonalities exist between music and literacy, especially in the pre-K to second grade years, and therefore music education is a vital element in children's literary development. Here are some areas that reading and music both address: 1. Development of auditory processes 2. Visual decoding processes 3. Vocabulary growth occurs whenever students are exposed to new material, like a story or a song. Putting new information into a musical context can also help student memory. 4. Poetry: vocal music is essentially poetry set to a melody 5. Building confidence in performance, whether it's vocal or instrumental.

Dr. Joy Hirsch, head of Memorial Sloan-Kettering Hospital's functional M.R.I. Laboratory, and her graduate student, Karl Kim, found that second languages are stored differently in the human brain, depending on when they are learned. Babies who learn two languages simultaneously, and apparently effortlessly, have a single brain region for generating complex speech, researchers say. But people who learn a second language in adolescence or adulthood possess two such brain regions, one for each language. To explore where languages lie in the brain, Dr. Hirsch recruited 12 healthy bilingual people from New York City. Ten different languages were represented in the group. Half had learned two languages in infancy. The other half began learning a second language around age 11 and had acquired fluency by 19 after living in the country where the language was spoken. With their heads inside the M.R.I. machine, subjects thought silently about what they had done the day before using complex sentences, first in one language, then in the other. The machine detected increases in blood flow, indicating where in the brain this thinking took place. Activity was noted in Wernicke's area, a region devoted to understanding the meaning of words and the subject matter of spoken language, or semantics, as well as Broca's area, a region dedicated to the execution of speech, as well as some deep grammatical aspects of language. None of the 12 bilinguals had two separate Wernicke's areas, Dr. Hirsch said. But there were dramatic differences in Broca's areas, Dr. Hirsch said. In people who had learned both languages in infancy, there was only one uniform Broca's region for both languages, a dot of tissue containing about 30,000 neurons. Among those who had learned a second language in adolescence, however, Broca's area seemed to be divided into two distinct areas. Only one area was activated for each language. These two areas lay close to each other but were always separate, Dr. Hirsch s

A 2013 joint study, conducted by the Montreal Neurological Institute and Hospital -- The Neuro at McGill University and Oxford University, concludes that the pattern of brain development is similar if you learn one or two languages from birth. However, learning a second language later on in childhood, after gaining proficiency in the first (native) language, does in fact, modify the brain's structure, specifically the brain's inferior frontal cortex. The left inferior frontal cortex became thicker and the right inferior frontal cortex became thinner. The cortex is a multi-layered mass of neurons that plays a major role in cognitive functions such as thought, language, consciousness and memory. The study suggests that the task of acquiring a second language after infancy stimulates new neural growth and connections among neurons in ways seen in acquiring complex motor skills such as juggling. The study's authors speculate that the difficulty that some people have in learning a second language later in life could be explained at the structural level. "The later in childhood that the second language is acquired, the greater are the changes in the inferior frontal cortex," said Dr. Denise Klein, researcher in The Neuro's Cognitive Neuroscience Unit and a lead author on the paper published in the journal Brain and Language. "Our results provide structural evidence that age of acquisition is crucial in laying down the structure for language learning."

Expressing thanks may be one of the simplest ways to feel better. In positive psychology research, gratitude is consistently associated with happiness. Gratitude helps people feel more positive emotions, relish good experiences, improve their health, deal with adversity, and build strong relationships. Two psychologists, Dr. Robert A. Emmons of the University of California, Davis, and Dr. Michael E. McCullough of the University of Miami, asked participants in their study to write a few sentences each week, focusing on particular topics. After 10 weeks, those who wrote about gratitude were more optimistic. Another leading researcher in this field, Dr. Martin E. P. Seligman, a psychologist at the University of Pennsylvania, tested the impact of various positive psychology interventions on 411 people, each compared with a control assignment of writing about early memories. When their week's assignment was to write and personally deliver a letter of gratitude to someone who had never been properly thanked for his or her kindness, participants immediately exhibited a huge increase in happiness scores. This impact was greater than that from any other intervention, with benefits lasting for a month. Overall, gratitude is a quality that one can successfully cultivate further with more practice.

The etymology of some words. Amazing how things have changed.

Interesting article. There may be, however, counter-explanations for this combined phrase. Hip was cited by Samuel Johnson in the mid-1700s as a variant of the Latin phrase "eho, heus": an exclamation calling for attention (_The Nature of Roman Comedy_, Duckworth 1994). And hooray, according to the OED, is a variation of hurrah (int. and n.), a word used as early as 1716, a century before the anti-Semitic forces took it up as a rallying cry. Have snipped the following definitions from the OED: Word #1. Hip (int.): hip, int. (and n.4) 1. 'An exclamation or calling to one; the same as the Latin eho, heus!' (Johnson). 1752 in Ainsworth's Thes. Linguæ Latinæ (ed. 4) 1768-74 A. Tucker Light of Nature (1852) I. 34 Perhaps Dr. Hartley‥may give me a hip, and call out, 'Prithee, friend, do not think to slip so easily by me'. 2. An exclamation used (usually repeated thrice) to introduce a united cheer: hence as n. 1827 W. Hone Every-day Bk. 12 To toss off the glass, and huzza after the 'hip! hip! hip!' of the toast giver. a1845 T. Hood Sniffing a Birthday xiv, No flummery then from flowery lips, No three times three and hip-hip-hips! 1849 Thackeray Pendennis (1850) I. xvii. 154 'Here's Mrs. Smirke's good health: Hip, hip, hurray!' hip-hurrah v. (also hip-hip-hurrah) 1832 Examiner 609/2 One set of men 'hip hurrah' and rattle decanter stoppers. 1871 T. Carlyle in Lett. & Memorials J. W. Carlyle (1883) I. 116 In the course of the installation dinner, at some high point of the hep-hep hurrahing. Word #2: Hurrah: Pronunciation: /hʊˈrɑː/ /həˈrɑː/ /hʊˈreɪ/ /həˈreɪ/ Forms: Also 16- hurra, 17 hurrea, whurra, 18 hooray, ( hooroar), hourra. Etymology: A later substitute for huzza v. (not in Johnson, Ash, Walker; in Todd 1818), perhaps merely due to onomatopoeic modification, but possibly influenced by some foreign shouts: compare Swedish, Danish, Low German

Some 50 years ago, the renowned linguist Roman Jakobson pointed out a crucial fact about differences between languages in a pithy maxim: "Languages differ essentially in what they must convey and not in what they may convey." This maxim offers us the key to unlocking the real force of the mother tongue: if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about. When your language routinely obliges you to specify certain types of information, it forces you to be attentive to certain details in the world and to certain aspects of experience that speakers of other languages may not be required to think about all the time. And since such habits of speech are cultivated from the earliest age, it is only natural that they can settle into habits of mind that go beyond language itself, affecting your experiences, perceptions, associations, feelings, memories and orientation in the world.

This article explores the Japanese concept of natsukashii: a Japanese word used when something evokes a fond memory from your past. It's a word you exclaim as a smile creeps across your face. For instance, when you hear a song you loved as a teenager, or when you come across an old train ticket stub in your pocket. In some cultures, nostalgia is often full of sadness. But natsukashii - which derives from the verb "natsuku", which means "to keep close and become fond of" - indicates joy and gratitude for the past rather than a desire to return to it. In Japan, natsukashii is a reminder that you are fortunate to have had the experiences you've had in life. The fact that you cannot return to those experiences makes them all the more poignant.