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Research studies have shown that music and language have a correlation between them to the human mind and support the close relationship between music and language functions. There is evidence that speech functions can benefit from music functions and vice versa. One is example is that phonological awareness, pivotal for reading and writing skills, is closely related to pitch awareness and musical expertise. Some research papers also discuss the relationship between tonal language expertise and musical pitch perception skills and on whether pitch-processing deficits might influence tonal language perception. Overall all, these studies provide a comprehensive summary of the current knowledge on the tight relationship between music and language functions.

"[New research] is suggesting that atypical brain function is a fundamental aspect of speech production tasks for adults who stutter. ... "Now because many speech areas are interconnected across the two hemispheres through the corpus callosum, it might suggest that hemispheric dominance for speech and language has not been established to the same degree as it has been for normally fluent adults." ... Loucks then used functional magnetic resonance imaging of brain activity to study participants who stutter and found that even brief, simple speech tasks - such as producing a single word to name a picture - is associated with altered functional activity."

This article examines Nadine Gaab's 2014 study which established a connection - in both children and adults - between learning to play an instrument and improved executive functioning, like problem-solving, switching between tasks and focus. The article also cites the research of neuropsychologist Ani Patel, who advances the OPERA theory of music's benefits for learning. Patel notes "music is not an island in the brain cut off from other things, that there's overlap, that's the 'O' of OPERA, between the networks that process music and the networks that are involved in other day-to-day cognitive functions such as language, memory, attention and so forth," he says. "The 'P' in OPERA is precision. Think about how sensitive we are to the tuning of an instrument, whether the pitch is in key or not, and it can be painful if it's just slightly out of tune." That level of precision in processing music, Patel says, is much higher than the level of precision used in processing speech. This means, he says, that developing our brains' musical networks may very well enhance our ability to process speech. "And the last three components of OPERA, the 'E-R-A,' are emotion, repetition and attention," he says. "These are factors that are known to promote what's called brain plasticity, the changing of the brain's structure as a function of experience."

When your brain encounters sensory stimuli, such as the scent of your morning coffee or the sound of a honking car, that input gets shuttled to the appropriate brain region for analysis. The coffee aroma goes to the olfactory cortex, while sounds are processed in the auditory cortex. That division of labor suggests that the brain's structure follows a predetermined, genetic blueprint. However, evidence is mounting that brain regions can take over functions they were not genetically destined to perform. In a landmark 1996 study of people blinded early in life, neuroscientists showed that the visual cortex could participate in a nonvisual function - reading Braille. Now, a study from MIT neuroscientists shows that in individuals born blind, parts of the visual cortex are recruited for language processing. The finding suggests that the visual cortex can dramatically change its function - from visual processing to language - and it also appears to overturn the idea that language processing can only occur in highly specialized brain regions that are genetically programmed for language tasks. "Your brain is not a prepackaged kind of thing. It doesn't develop along a fixed trajectory, rather, it's a self-building toolkit. The building process is profoundly influenced by the experiences you have during your development," says Marina Bedny, an MIT postdoctoral associate in the Department of Brain and Cognitive Sciences and lead author of the study, which appears in the Proceedings of the National Academy of Sciences the week of Feb. 28.

"Sustained changes in the region of the brain associated with cognitive function and emotional control were found in young adult men after one week of playing violent video games ... The results showed that after one week of violent game play, the video game group members showed less activation in the left inferior frontal lobe during the emotional Stroop task and less activation in the anterior cingulate cortex during the counting Stroop task."

Actually, there are some studies just about emotional Stroop tests that sound similar to the one in the violent video games study. This looks like a good presentation about how emotional Stroop tests work: http://frank.mtsu.edu/~sschmidt/Cognitive/Emotion1.pdf This one talks about why those Stroop tests work: "In this task, participants name the colors in which words are printed, and the words vary in their relevance to each theme of psychopathology.The authors review research showing that patients are often slower to name the color of a word associated with concerns relevant to their clinical condition." - http://brainimaging.waisman.wisc.edu/~perlman/papers/stickiness/WilliamsEmoStroop1996.pdf This is a meta-analysis of emotional Stroop test studies that describes (actually, it's critical of) how such studies are done: http://www.psych.wustl.edu/coglab/publications/LarsenMercerBalota2006.pdf

Thanks, Ryan! I will take a look at these.

A Yale-led research team examined the brains of 38 couples engaged in discussion about controversial topics. For the study, the researchers from Yale and the University College of London recruited 38 adults who were asked to say whether they agreed or disagreed with a series of statements such as "same-sex marriage is a civil right" or "marijuana should be legalized." After matching up pairs based on their responses the researchers used an imaging technology called functional near-infrared spectroscopy to record their brain activity while they engaged in face-to-face discussions. Their findings: When two people agree, their brains exhibit a calm synchronicity of activity focused on sensory areas of the brain, such as the visual system, presumably in response to social cues from their partner. When they disagree, however, many other regions of the brain involved in higher cognitive functions become mobilized as each individual combats the other's argument. Sensory areas of the brain were less active, while activity increased in the brain's frontal lobes, home of higher order executive functions. Joy Hirsch, Elizabeth Mears and House Jameson Professor of Psychiatry and professor of comparative medicine and neuroscience, as well as senior author of the study, said that in discord, two brains engage many emotional and cognitive resources "like a symphony orchestra playing different music." In agreement, there "is less cognitive engagement and more social interaction between brains of the talkers, similar to a musical duet."

In spoken language, especially in conversations, people are prone to using filler words or - as linguists call them - discourse particles. By inserting these semantically and syntactically neutral words in an utterance, they allow for a speaker to pause while collecting their thoughts while preserving the position of speaker, a coveted social role.

The human voice appears to trigger pleasure circuits in the brains of typical kids, but not children with autism, a Stanford University team reports. The finding could explain why many children with autism seem indifferent to spoken words. The Stanford team used functional MRI to compare the brains of 20 children who had autism spectrum disorders and 19 typical kids. In typical kids there was a strong connection between areas that respond to the human voice and areas that release the feel-good chemical dopamine, but that connection was reduced in autistic children. Connections between voice areas and areas involved in emotion-related learning also were weaker, creating greater communication difficulties. The new study's suggestion that motivation is the problem could explain why speech often comes late to children with autism even though the brain circuit involved in processing spoken words seems to function normally; the reward circuitry isn't working the way it does in typical children.

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."

"An array of electrodes receiving input from a non-tactile information source (a camera, for instance) applies small, controlled, painless currents...to the skin at precise locations according to an encoded pattern. The encoding of the electrical pattern essentially attempts to mimic the input that would normally be received by the non-functioning sense. ... When the encoded pulses are applied to the skin, the skin is actually receiving image data." "After training in laboratory tests, blind subjects were able to perceive visual traits like looming, depth, perspective, size and shape."

"The results are bad news for universalists: "most observed functional dependencies between traits are lineage-specific rather than universal tendencies," according to the authors. [...] If universal features can't account for what we observe, what can? Common descent. "Cultural evolution is the primary factor that determines linguistic structure, with the current state of a linguistic system shaping and constraining future states." It's important to emphasize that this study looked at a specific language feature (word order)."

Have you ever experienced mind-numbing cold? Or have you ever felt like it was so hot you could barely think? Believe it or not, these expressions are more than just idioms. Research shows that shifts in core body temperature caused by extreme heat or cold can have significant effects not only on mood but also on cognition.

For those of you like me - the grammatically challenged - function words are the smallish words that tie our sentences together. The. This. Though. I. And. An. There. That. "Function words are essentially the filler words," Pennebaker says. "These are the words that we don't pay attention to, and they're the ones that are so interesting." According to the way that Pennebaker organizes language, the words that we more often focus on in conversation are content words, words like "school," "family," "live," "friends" - words that conjure a specific image and relay more of the substance of what is being discussed.

Other, non-human primates have Broca's and Wernicke's areas in their brains, as do humans. In both species, the Broca's region represents non-linguistic hand and mouth movements. Evidence also suggests that both species may have mirror neurons in this region that are involved in understanding the actions and intentions of others. In both macaques and humans, this region is likely involved in producing orofacial expressions and in understanding the intentions behind orofacial expressions of others. In humans, it has evolved an additional communicative function, namely speech production. Interestingly however, it does not appear to be involved in monkey vocalizations, which are instead mediated by limbic and brainstem areas. In both species, the region represents non-linguistic hand and mouth movements. Evidence also suggests that both species may have mirror neurons in this region that are involved in understanding the actions and intentions of others. In both macaques and humans, this region is likely involved in producing orofacial expressions and in understanding the intentions behind orofacial expressions of others. In humans, it has evolved an additional communicative function, namely speech production. However, unlike in humans, Broca's area does not appear to be involved in monkey vocalizations, which are instead mediated by limbic and brainstem areas. Regarding Wernicke's area, which is responsible for language comprehension in humans, evidence suggests that the left superior temporal gyrus is specialized for processing species-specific calls in macaques, just as it is specialized for speech comprehension in humans.

This article is about how Tourette syndrome may actually increase children's abilities for language in the areas of phonology and morphology. Interestingly, the article speaks about how Tourette syndrome may be a neurological disorder which increases the function of the part of the brain related to recognizing sounds despite causing a decreased ability in motor function.

Briefly explores the difference of "swear" words and their severity across the globe.

For curses to have impact, they need a dominating societal power and control structure attached to them. Strong language often involves naming things you desire but aren't supposed to desire; at the very least, it aims to upset power structures that may seem a bit too arbitrary. We tend to think of swear words as one entity, but they actually serve several distinct functions. Linguist Steven Pinker, in The Stuff of Thought, lists five different ways we can swear: descriptively, idiomatically, abusively, emphatically, and cathartically. Worldwide, words for genitalia are the most common focus of preferred strong language, the kind used by default for Pinker's five functions.

We often think of "bad" language as something universal to everyone around the world. But swearing is special to each and every language. Depending on the type of language, there are different ways to express anger. For example, in Bikol (a type of language in the phillipines) they have a whole different vocabulary to use when conveying the emotion of anger. In Luganda (an african language) they can convey anger by just changing the noun class prefix. As we can see different cultures convey their emotions differently and there is no "one way" to swear or show anger.

Bilingual education is controversial in the world today but so is its value. While bilinguals with Alzheimer's retained brain function longer than monolinguals, the cost of bilingualism is having a smaller vocabulary in each language. The thing about the bilingual brain is that knowing more than one language and knowing when to use each rewires your brain completely, giving those people certain advantages and maybe some disadvantages.

What makes people who can fluently speak about six languages or more so special? One of the most famous hyperpolyglots in history Emil Krebs, had mastered 65 languages by time of death. After years of study, scientists have figured out that hyperpolyglots have distinct differences in their brains' neural activity.

Sound symbolism is the systematic and non-arbitrary link between word and meaning. Although a number of behavioral studies demonstrate that both children and adults are universally sensitive to sound symbolism in mimetic words, the neural mechanisms underlying this phenomenon have not yet been extensively investigated. The present study used functional magnetic resonance imaging to investigate how Japanese mimetic words are processed in the brain. In Experiment 1, we compared processing for motion mimetic words with that for non-sound symbolic motion verbs and adverbs. Mimetic words uniquely activated the right posterior superior temporal sulcus (STS). In Experiment 2, we further examined the generalizability of the findings from Experiment 1 by testing another domain: shape mimetics. Our results show that the right posterior STS was active when subjects processed both motion and shape mimetic words, thus suggesting that this area may be the primary structure for processing sound symbolism. Increased activity in the right posterior STS may also reflect how sound symbolic words function as both linguistic and non-linguistic iconic symbols.