Sentence examples for stimulation of language from inspiring English sources

The key indicator of quality in early childhood classrooms is teacher-student interactions that are characterized by teachers' sensitivity to individual needs, support for positive behavior and stimulation of language and cognitive development.

Although CST is based on complex principles of learning (including multisensory methods, stimulation of language and executive functioning), material is presented in a game-like manner with the aim of subtle, implicit stimulation and avoiding people feeling that they are being 'taught' (Spector, Orrell, Davies, & Woods, 2001).

The effects of stimulation on language function, its cortical network, and its behavioural consequences are very likely to differ (see Nitsche & Paulus, 2000, for discussion on motor cortical function).

As expected, stimulation of posterior language areas resulted in evoked potentials in anterior language areas, supporting the idea of processing progressing from posterior to anterior.

Because the I group showed lower performance on the language tests before the stimulation, the amount of language improvement after stimulation was higher than in the NI group.

Because I group showed lower performance on the language tests before the stimulation, the amount of language improvement after stimulation was higher in I group than in NI group.

Pretest scores of the intervention teachers had a mean level of 45.0% understanding (SD = 14.14) of language stimulation techniques before the training began.

Observations in treatment classrooms revealed the intervention teachers averaged a 3 to 4 (average to good) level of implementation of language stimulation techniques on the scale of 0 to 5 (5 indicating an excellent level of quality language support, 4 indicating good interaction with few missed opportunities, and 3 showing average engagement with children with some missed opportunities).

Our data both replicate and extend the seminal stimulation and cortical-evoked potential studies (Lüders et al. 1986 , 1991 Nobre et al. 1994) in that, like Lüders et al, we found stimulation of the region generated language-related deficits but also, in keeping with Nobre et al., we found that the stimulation effects and cortical-evoked responses were associated with semantic representation.

Similarly, anodal stimulation applied to left Wernicke's area during acquisition of an artificial lexicon increased the rate and overall success of language learning compared to sham stimulation after a single exposure to tDCS (Floël et al., 2008).

Similarly, our findings were specific to right-sided stimulation – selected again based on previous empirical work but also to avoid potential disruption of language and verbal memory which might follow left side stimulation.