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Brain Research, Cognitive Processes and Teaching

How can brain research in the cognitive processes help improve teaching and learning for speech and language delay?

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Step One: Define speech and language delays (see article below).

Consider the assessment tools used to determine and measure the delays and how these tools are developed. What kinds of treatments are used, for example, by speech pathologists? That is, ensure a general or basic understanding of the nature of language delays and some of the techniques speech pathologists use to consider in context with exploring brain research.

Step Two: Define cognitive processes in order to understand how they relate to speech and language.

Ray (2010) defines cognitive processes in terms of skills: Cognitive skills are the mental skills required to retain, recall, process and analyze information, focus and apply knowledge. These skills affect both learning and behavior because they are needed for thinking, problem solving, planning, strategizing and reacting appropriately. The single largest cause of learning struggles is weak underlying cognitive skills.

As one learns to use these skills and processes more efficiently and effectively, improvements in speech and language can be attained. Speech pathologists offer various forms of therapy to children who experience delays in speech and language that directly address the delays relating to these cognitive skills.

It has been found that children with speech and language delays (e.g. children diagnosed with autism, ADHD, Down Syndrome, etc.,) benefit from activity that stimulates the pre-frontal cortex of the brain and requires the use of the hippocampus. The pre-frontal cortex is responsible for executive ...

Solution Summary

This solution defines speech and language delays, cognitive processes and brain research in 768 words with references for further research.

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