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July/September 2013, Volume 33, Issue 3; October/December 2013, Volume 33, Issue 4;
Researchers focus on several different cognitive systems to understand how the brain learns. This endeavor must be acknowledged as an imperfect approach that is often frustrated by the apparent rich integration between the systems under study and other proposed neural mechanisms. The question arises over and over again: Are these distinct cognitive mechanisms or different sides of the same processes? In these two special issues of Topics in Language Disorders (TLD; Volume 33:3–4), we have considered this question with regard to linguistic knowledge, working memory, and other cognitive factors.