tion is which things are tied to critical periods (e.g., some aspects of phonemic perception and language learning) and for which things is the time of exposure less critical.

From these findings, it is clear that there are qualitative differences among kinds of learning opportunities. In addition, the brain “creates” informational experiences through mental activities such as inferencing, category formation, and so forth. These are types of learning opportunities that can be facilitated. By contrast, it is a bridge too far, to paraphrase John Bruer (1997), to suggest that specific activities lead to neural branching (Cardellichio and Field, 1997), as some interpreters of neuroscience have implied.



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