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The University of Southampton recently discovered that there is "no difference in the time it takes people from different countries to read and process different languages." If reading in their respective native languages, two people from different countries will take the same amount of time to read text. In other words, languages are all equally efficient in conveying meaning.

A recent study of the speech information rate of seven languages concludes that there is considerable variation in the speed at which languages are spoken, but much less variation in how efficiently languages communicate the same information.

This is an article written about studies done on the brains of bilingual people. The main point of the argument is to show/state how the brains of bilingual people differ from those of people that are monolingual. It explains how bilingual people have more efficient brains and also explains the benefits of being bilingual.

This article talks about how some languages are more efficient than others, meaning that some languages pack in more information per syllable than others. This affects the speed of a language because the greater the density of information, the longer it takes one's brain to process and verbalize a thought. Therefor, languages with low efficiency (and low density of information) are spoken faster than languages with high efficiency (and high density of information).

A new study finds that software designed to automatically read and grade essays can do as good a job as humans - maybe even better. The robo-readers are efficient, as well, and can grade 16,000 essays in 20 seconds. The caveats, however: computers don't do as well on comprehension, ascertaining facts vs. fiction, and assessing certain genres, like poetry.

Studies have proven that bilinguals are better at ignoring unnecessary words in a sentence. Since bilingual people are constantly sorting through one language and the other and picking which one to use and which one to ignore their brain is stimulated more than monolingual people. The monologuists' brains light up more than the bilinguals' brain in an fMRI scan. Researches said that this ment that the monologuists' brain had to work harder to do the same thing as the bilinguals.

"Longer words tend to carry more information, according to research by a team of cognitive scientists.... Piantadosi and colleagues suggest that the relationship of word length to information content might not only make it more efficient to convey information linguistically but also make language cognition a smoother ride for the reader or listener."

"The problem with the dash-as you may have noticed!-is that it discourages truly efficient writing. It also-and this might be its worst sin-disrupts the flow of a sentence. Don't you find it annoying-and you can tell me if you do, I won't be hurt-when a writer inserts a thought into the midst of another one that's not yet complete?"

My problem has always been (and it is shared by others) that when one is thinking (or even just musing), we surround our ideas with parenthetical thoughts (which, to my mind, bracket every moment of waking life) and they become, in their own way (or "in the way", as it were) intrusive. And yet colorful.

This article captures the many distractions that humans face in the 21st century. Technology has a variety of pros as well as cons. It has allowed us to communicate more effectively and efficiently. However, technology has also brought with it a decreased in work efficiency, it has altered brain patterns, and may potentially exacerbate aging.

Abstract : According to Byram (1997), intercultural competence means to be able to interact efficiently with persons from various countries in a foreign language. The paper introduces a new (...)

In this article, Muñoz explains the pros and cons to being bilingual. Some costs of being bilinguals are that the brain needs to do 2 things at once, and that they tend to produce fewer words. However it does promote cognitive reserve in elderly, and have more efficient monitoring systems (brain).

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.

Studies have traced a range of impressive benefits to writing down the things for which we're grateful-benefits including better sleep, fewer symptoms of illness, and more happiness among adults and kids alike. Robert Emmons, a UC Davis professor who studies the science of gratitude, offers the following research-based tips to enhance journaling effectiveness: 1. Don't just go through the motions. Research by psychologist Sonja Lyubomirsky and others suggests that journaling is more effective if you first make the conscious decision to become happier and more grateful. "Motivation to become happier plays a role in the efficacy of journaling," says Emmons. 2. Go for depth over breadth. Elaborating in detail about a particular thing for which you're grateful carries more benefits than a superficial list of many things. 3. Get personal. Focusing on people to whom you are grateful has more of an impact than focusing on things for which you are grateful. 4. Try subtraction, not just addition. One effective way of stimulating gratitude is to reflect on what your life would be like without certain blessings, rather than just tallying up all those good things. 5. Savor surprises. Try to record events that were unexpected or surprising, as these tend to elicit stronger levels of gratitude. 6. Don't overdo it. Writing occasionally (once or twice per week) is more beneficial than daily journaling.

Writing down what you're grateful for greatly impacts your social, physical, and physiological health but to some the impacts are unclear. This article page has a link that has created their very own technological gratitude journal that deepens and practices efficient journaling. Included in this article are 6 tips: 1) Have passion behind jotting down your gratitude. It put more motivation and thought in your writings. 2) Be specific with what you're grateful for. 3) Lean towards focusing your gratitude on people rather than things. (You learn to become less materialistic.) 4) Consider mentioning what it would be like with out the blessings. 5) Record events that were surprising & out of the ordinary. 6) Occasional writing over daily writing because it's easy for us to get numb to the good side of life. Writing our thoughts down rather than thinking about them or saying them, deepens our emotional connection and makes us more self aware.

This Atlantic article explores a rare universal pattern in human languages--while some languages are spoken more quickly than others, the rate of information they get across is the same.

When people talk about positive and negative emotions they often use spatial metaphors. A happy person is on top of the world, but a sad person is down in the dumps. Some researchers believe these metaphors are a clue to the way people understand emotions: not only do we use spatial words to talk about emotional states, we also use spatial concepts to think about them. Researchers Daniel Casasanto (MPI and Donders Institute, Nijmegen) and Katinka Dijkstra (Erasmus University, Rotterdam) ran 2 experiments. In the first experiment, students had to move glass marbles upward or downward into one of two cardboard boxes, with both hands simultaneously, timed by a metronome. Meanwhile, they had to recount autobiographical memories with either positive or negative emotional valence, like "Tell me about a time when you felt proud of yourself', or 'a time when you felt ashamed of yourself.' Moving marbles upward caused participants to remember more positive life experiences, and moving them downward to remember more negative experiences. Memory retrieval was most efficient when participants' motions matched the spatial directions that metaphors in language associate with positive and negative emotions. The second experiment tested whether seemingly meaningless motor actions, e.g. moving marbles up or down, could influence the content of people's memories. Participants were given neutral-valence prompts, like "Tell me about something that happened during high school," so they could choose to retell something happy or sad. Their choices were determined, in part, by the direction in which they were assigned to move marbles. Moving marbles upward encouraged students to recount positive high school experiences like "winning an award," but moving them downward to recall negative experiences like "failing a test." "These data suggest that spatial metaphors for emotion aren't just in language," Casasanto says, "linguistic metaphors correspond to mental metaphors, and activati

A new speed-reading app, Spritz, premiered in March 2014. Its makers claim that Spritz allows users to read at staggeringly high rates of speed: 600 or even 1,000 words per minute. (The average college graduate reads at a rate of about 300 words per minute.) Spritz can do this, they say, by circumventing the limitations imposed by our visual system. The author of this article argues that your brain has an even more superior "app": expertise, which creates a happy balance between speed and comprehension. In their forthcoming book, Make It Stick: The Science of Successful Learning, researchers Henry Roediger III and Mark McDaniel (along with writer Peter Brown) liken expertise to a "brain app" that makes reading and other kinds of intellectual activity proceed more efficiently and effectively. In the minds of experts, the authors explain, "a complex set of interrelated ideas" has "fused into a meaningful whole." The mental "chunking" that an expert - someone deeply familiar with the subject she's reading about - can do gives her a decided speed and comprehension advantage over someone who is new to the material, for whom every fact and idea encountered in the text is a separate piece of information yet to be absorbed and connected. People reading within their domain of expertise have lots of related vocabulary and background knowledge, both of which allow them to steam along at full speed while novices stop, start, and re-read, struggling with unfamiliar words and concepts. Deep knowledge of what we're reading about propels the reading process in other ways as well. As we read, we're constantly building and updating a mental model of what's going on in the text, elaborating what we've read already and anticipating what will come next. A reader who is an expert in the subject he's reading about will make more detailed and accurate predictions of what upcoming sentences and paragraphs will contain, allowing him to read quickly while filling in his alrea

Dyslexia stems from physiological differences in the brain circuitry. Those differences can make it harder, and less efficient, for children to process the tiny components of language, called phonemes. Using cutting-edge MRI technology, the researchers are able to pinpoint a specific neural pathway, a white matter tract in the brain's left hemisphere that appears to be related to dyslexia: It's called the arcuate fasciculus. "It's an arch-shaped bundle of fibers that connects the frontal language areas of the brain to the areas in the temporal lobe that are important for language," Elizabeth Norton, a neuroscientist at MIT's McGovern Institute of Brain Research, explains.

Without understanding the 'referential function' of language (words as 'verbal labels', symbolizing other things) it is impossible to learn a language. Is this implicit knowledge already present early in infants? Marno, Nespor, and Mehler of the International School of Advanced Studies conducted experiments with infants (4 months old). Babies watched a series of videos where a person might (or might not) utter an (invented) name of an object, while directing (or not directing) their gaze towards the position on the screen where a picture of the object would appear. By monitoring the infants' gaze, Marno and colleagues observed that, in response to speech cues, the infant's gaze would look faster for the visual object, indicating that she is ready to find a potential referent of the speech. However, this effect did not occur if the person in the video remained silent or if the sound was a non-speech sound. "The mere fact of hearing verbal stimuli placed the infants in a condition to expect the appearance, somewhere, of an object to be associated with the word, whereas this didn't happen when there was no speech, even when the person in the video directed the infant's gaze to where the object would appear, concludes Marno. "This suggests that infants at this early age already have some knowledge that language implies a relation between words and the surrounding physical world. Moreover, they are also ready to find out these relations, even if they don't know anything about the meanings of the words yet. Thus, a good advice to mothers is to speak to their infants, because infants might understand much more than they would show, and in this way their attention can be efficiently guided by their caregivers."