From the Guest Editor Memory is arguably the most basic and important operation of the brain as it supports all aspects of learning across the lifespan. Indeed, memory and learning mechanisms make it possible for children to learn their native language, social skills, and math, and for adults to retool for a second ... Editorial
Editorial  |   April 01, 2014
From the Guest Editor
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Editorial
Editorial   |   April 01, 2014
From the Guest Editor
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, April 2014, Vol. 24, 33. doi:10.1044/nnsld24.2.33
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, April 2014, Vol. 24, 33. doi:10.1044/nnsld24.2.33
Memory is arguably the most basic and important operation of the brain as it supports all aspects of learning across the lifespan. Indeed, memory and learning mechanisms make it possible for children to learn their native language, social skills, and math, and for adults to retool for a second career or learn a new hobby or skill. As a field dedicated to facilitating (re)development and change in our clients, memory and learning are also at the heart of our clinical endeavors. Ideally, efficient and efficacious interventions would be those designed around an understanding of which memory systems support the acquisition and use of different types of information (e.g., speech sounds, vocabulary, social skills for community reintegration) and which memory systems are intact and available to the client. Such alignments in knowledge and clinical practice require us to keep up to date with advancements in the neurobiology, neuropsychology, and cognitive neuroscience of memory and learning. This issue of Perspectives provides an update on some exciting developments in our understanding of multiple memory systems and in their support of communication and language use.
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