Developing children are in a critical period during which they are much better at learning certain tasks like speaking a language. After the critical period ends, children have a qualitatively more difficult time learning these tasks.
What specific changes in a child's brain are responsible for the drastic difference in learning during and after the critical period? Are these changes just to the plasticity and rate of neuorogenesis?
- The best understood critical period is phoneme recognition and production; I am fine with answers that are specialized to this task.
- It is important to explain how the neurobiological changes produce a change in learning that seems so qualitatively different and sudden compared to the gradual decreases in learning at other times.