A Neurobiological Theory and Method of Language Acquisition Daniel S. Janik

Intercultural Communications College, Honolulu Fellow of the American College of Preventive Medicine (FACPM) and Fellow of the American Association of Integrative Medicine (FAAIM)

This monograph is NOT about teaching - it’s about EFFECTIVE LEARNING from a perspective that leads to an entirely new form of learning and language acquistion involving transformational discovery, mentorship and interpretation. Its roots are as old as Socrates. Linguists, biologists, anatomists, physiologists, psychologists, sociologists and physicians in the tradition of the "German School" of learning have contributed over the centuries to what is now nothing less than a revolution in learning, and the “business of teaching.” In this seminal work, I have drawn from contemporary clinical and experimental data beginning with effective traumatic learning to develop a Neurobiological theory of learning, including methodology and tenets. When applied in a traditional language classroom setting, the results have been nothing short of astounding. With its focus on language acquisition and learning, this monograph is a treasure-trove of new information for educators, linguists, "teachers," tutors, psychologists, physicians and researchers interested in transforming a field that has remained in the "dark ages" for too long. PROBLEMS CHAPTER 1 - INTRODUCTION 3 CHAPTER 2 - THE NEED FOR A NEW LEARNING METHODOLOGY 6 Reason, Logic and Proof 6 Source Material 9 Approach 10 Resources 11 CLINICAL AND EMPIRICAL EXPERIENCE CHAPTER 3 - TRAUMATIC LEARNING. 15 Exceptional Learning 15 Eidetic Recall 15 Absent and False Memories 17 The Paradox of Traumatic Learning 18 Ritual 20 Memory Stability 24 Reflexive Learning 26 Frozen Learning 29 Associative and Interpretive Recrafting 31 Peripheral Learning 33 Learning Object Constancy 35 Interpretive Resources 36 Traumatic Recruitment and Reinforcement 38 Recovery 41 Mind-Body-Spirit 45 Generational Transmission 45 Symbols 49 Rhythmicity 52 CHAPTER 4 - COGNITIVE LEARNING 56 Cognition 56 Metacognition 58 World View 61 Spirituality 62 Learning Disabilities 64 Developmental Learning 67 Sex and Intelligence 69 EXPERIMENTAL EVIDENCE CHAPTER 5 - NON-IMAGING STUDIES 72 Postmortem and Ablative Studies 72 Brain Language 77 Lateralization 79 Recruitment 81 The Embryological Perspective 83 The Triune Brain 85 Cerebral Organization 88 Displacement 91 Cerebellar Organization 93 The Thalamus and Limbic System 94 Feelings 97 Myelination 99 Critical Language Period 101 CHAPTER 6 - IMAGING STUDIES 105 Brain Imaging 105 Cerebral Learning and the Birth Event 108 Early Postnatal Learning 111 Vocalization 114 Tools 116 Cerebellar Studies 118 Thalamolimbic Studies 119 NEUROBIOLOGICAL LEARNING CHAPTER 7 - NEURO-ANATOMICAL BASES 122 CHAPTER 8 - NEUROBIOLOGICAL FOUNDATIONS 128 Intelligence 129 Standard Intelligence 133 G-Factor 135 Numeracy 138 Reasoning 140 Logic 142 Truth 144 Consciousness 146 Sleep and Lucid Dreaming 148 Higher-Orders of Consciousness 150 A NEUROBIOLOGICAL THEORY OF LANGUAGE ACUISITION CHAPTER 9 - LANGUAGE ACUISITION 154 Calls 154 Speech 157 ....... (for the entire abstract please see the LINCOM webshop: www.lincom.at) ISBN 3 89586 763 2. LINCOM Studies in Language Acquisition 10. 300pp. EUR 68.