Wynebau Newydd: Dawn Dwy Iaith
Similar Content
Browse content similar to Wynebau Newydd: Dawn Dwy Iaith. Check below for episodes and series from the same categories and more!
Transcript
| Line | From | To | |
|---|---|---|---|
-888 | 0:00:00 | 0:00:00 | |
-888 - -888 | 0:00:00 | 0:00:01 | |
-Wrong! | 0:00:02 | 0:00:03 | |
-Bilingual people should be able to -perform this sort of game faster... | 0:00:05 | 0:00:10 | |
-..or with fewer errors -than monolingual people. | 0:00:10 | 0:00:14 | |
-This is because of the experience -a bilingual brain has... | 0:00:15 | 0:00:19 | |
-..of ignoring one thing -while concentrating on another. | 0:00:19 | 0:00:23 | |
-Yes! | 0:00:24 | 0:00:25 | |
-I, Enlli Thomas, am part of a team -carrying out pioneering research... | 0:00:26 | 0:00:31 | |
-..into the impact of bilingualism -on the brain. | 0:00:31 | 0:00:34 | |
-How does the brain -deal with two languages? | 0:00:35 | 0:00:38 | |
-Is it an advantage -or a disadvantage? | 0:00:39 | 0:00:42 | |
-What are the implications -for Welsh children? | 0:00:44 | 0:00:47 | |
-888 | 0:00:52 | 0:00:54 | |
-888 | 0:00:56 | 0:00:58 | |
-888 | 0:01:04 | 0:01:06 | |
-I was raised here, -near the Menai Straits... | 0:01:14 | 0:01:18 | |
-..between Anglesey -and the rest of Gwynedd. | 0:01:18 | 0:01:21 | |
-In a community such as this one -where two languages are spoken... | 0:01:21 | 0:01:26 | |
-..you're naturally -drawn towards bilingualism. | 0:01:26 | 0:01:31 | |
-What does that mean -in a wider context? | 0:01:31 | 0:01:36 | |
-I'm looking at bilingualism -in a scientific context. | 0:01:38 | 0:01:42 | |
-I recently left -the Psychology department... | 0:01:44 | 0:01:48 | |
-..to become a lecturer -in Education. | 0:01:48 | 0:01:51 | |
-I'm part of a research team -specializing in bilingualism. | 0:01:51 | 0:01:56 | |
-We're hosting -an international conference... | 0:01:56 | 0:01:59 | |
-..at Prichard Jones Hall. | 0:02:00 | 0:02:01 | |
-As a lecturer in Education... | 0:02:05 | 0:02:07 | |
-..I'm happy to meet so many of -my colleagues from around the world. | 0:02:07 | 0:02:11 | |
-Seeing so many bilingual people -under one roof... | 0:02:12 | 0:02:16 | |
-..reminds me that most of the world, -like Wales, is bilingual. | 0:02:17 | 0:02:22 | |
-These people value -their bilingualism. | 0:02:22 | 0:02:24 | |
-It's very important -to speak two languages. | 0:02:25 | 0:02:28 | |
-I urge you -to study a second language. | 0:02:29 | 0:02:31 | |
-Several studies show that... | 0:02:31 | 0:02:34 | |
-..knowing two languages -increases fluency, vocabulary... | 0:02:35 | 0:02:39 | |
-..and cognitive advantages as well. | 0:02:39 | 0:02:41 | |
-This points towards a brain network -which controls concentration. | 0:02:41 | 0:02:46 | |
-The more we look, -the more we find evidence... | 0:02:46 | 0:02:49 | |
-..that it changes the brain -radically. | 0:02:49 | 0:02:52 | |
-Many things about the brain are a -mystery but we can see other things. | 0:02:56 | 0:03:01 | |
-The fMRI scan shows in which part -of the brain language is produced. | 0:03:10 | 0:03:15 | |
-I must think in Welsh, -then in English... | 0:03:17 | 0:03:19 | |
-..while the machine shows -cross-sections of my brain... | 0:03:20 | 0:03:26 | |
-..from the top to the bottom. | 0:03:26 | 0:03:29 | |
-Nine, ten, eleven, twelve... | 0:03:29 | 0:03:31 | |
-..thirteen, fourteen, -fifteen, sixteen... | 0:03:31 | 0:03:34 | |
-Areas of the brain in orange -and yellow are involved in the task. | 0:03:34 | 0:03:39 | |
-The brighter the spot, -like this big yellow spot... | 0:03:39 | 0:03:42 | |
-..the more active it is and -the more it's involved in the task. | 0:03:42 | 0:03:45 | |
-Predominantly, we're seeing areas -in the front of the brain... | 0:03:46 | 0:03:49 | |
-..the higher functioning areas -of the prefrontal cortex. | 0:03:50 | 0:03:53 | |
-SHE LISTS -THE DAYS OF THE WEEK IN WELSH | 0:03:53 | 0:03:55 | |
-Whether -I'm speaking Welsh or English... | 0:03:55 | 0:03:58 | |
-..the same areas of my brain -light up. | 0:03:58 | 0:04:01 | |
-What's different about the brain -of a bilingual person? | 0:04:01 | 0:04:06 | |
-What exactly is responsible -for the additional aptitude... | 0:04:07 | 0:04:12 | |
-..of the bilingual brain? | 0:04:12 | 0:04:14 | |
-In Bangor, we're carrying -out experiments... | 0:04:19 | 0:04:22 | |
-..which start to answer -this question. | 0:04:22 | 0:04:24 | |
-How does that feel? | 0:04:25 | 0:04:26 | |
-How does that feel? - -That's OK. | 0:04:26 | 0:04:27 | |
-They're preparing Catherine -for a study... | 0:04:31 | 0:04:34 | |
-..looking at her reaction -to visual stimuli. | 0:04:34 | 0:04:37 | |
-It's all about -the movement of the scalp. | 0:04:38 | 0:04:41 | |
-This equipment -monitors the activity of the scalp. | 0:04:43 | 0:04:48 | |
-This is linked to brain activity. | 0:04:48 | 0:04:52 | |
-It's a very complicated process... | 0:04:54 | 0:04:56 | |
-..but one which allows us -to see the brain at work. | 0:04:57 | 0:05:01 | |
-This experiment aims to find out how -the brain deals with bilingualism. | 0:05:07 | 0:05:12 | |
-A string of Welsh words -and English words is displayed. | 0:05:13 | 0:05:17 | |
-We ask them -to focus on the English words. | 0:05:18 | 0:05:21 | |
-They must press a button -when they see an English word... | 0:05:21 | 0:05:25 | |
-..which contains -five letters or less. | 0:05:25 | 0:05:28 | |
-Does the Welsh shut down -while the English works... | 0:05:32 | 0:05:36 | |
-..or can the bilingual brain -deal with two languages at once? | 0:05:37 | 0:05:42 | |
-Here you can see -the activity of the brain unfolding. | 0:05:45 | 0:05:49 | |
-The ERP equipment tells us whether -or not the Welsh is active... | 0:05:49 | 0:05:54 | |
-..by monitoring -the participant's response... | 0:05:54 | 0:05:57 | |
-..to connections -included in the stream of words. | 0:05:58 | 0:06:01 | |
-If they respond -to those connections... | 0:06:06 | 0:06:09 | |
-..they must be registering -the meaning of the Welsh words. | 0:06:09 | 0:06:13 | |
-That is exactly -what they've discovered. | 0:06:14 | 0:06:17 | |
-They ignore the Welsh words... | 0:06:22 | 0:06:25 | |
-..but the brain still processes -the meaning of the words. | 0:06:25 | 0:06:30 | |
-This pioneering research shows that -both languages are switched on... | 0:06:30 | 0:06:36 | |
-..even when the bilingual person... | 0:06:36 | 0:06:39 | |
-..isn't trying to deal with -two languages at once. | 0:06:39 | 0:06:44 | |
-The mental agility gained -by keeping two languages at work... | 0:06:52 | 0:06:57 | |
-..is something a bilingual person -does instinctively. | 0:06:57 | 0:07:01 | |
-How does having two languages -permanently switched on... | 0:07:04 | 0:07:08 | |
-..affect the memory beyond language? | 0:07:09 | 0:07:11 | |
-We must discover -which practical skills it promotes. | 0:07:13 | 0:07:16 | |
-The name of a colour -will appear on the screen... | 0:07:24 | 0:07:28 | |
-..in a colour which is different -from the meaning of the word. | 0:07:29 | 0:07:33 | |
-I want you -to focus on the colour of the word. | 0:07:33 | 0:07:37 | |
-You may see the word GWYRDD (green) -in a blue colour. | 0:07:37 | 0:07:42 | |
-Click on the colour corresponding -to the ink of the word you see. | 0:07:43 | 0:07:47 | |
-See how you get on. | 0:07:49 | 0:07:50 | |
-The brain tends to -decipher words automatically. | 0:08:11 | 0:08:15 | |
-It's difficult to ignore the meaning -of a word when we see it. | 0:08:17 | 0:08:21 | |
-When asked to ignore the meaning -and focus on ink colour... | 0:08:22 | 0:08:26 | |
-..bilingual people usually perform -faster and more accurately... | 0:08:26 | 0:08:31 | |
-..than monolingual people. | 0:08:32 | 0:08:34 | |
-How does this -impact on everyday life? | 0:08:36 | 0:08:39 | |
-When I reach a crossroads... | 0:08:39 | 0:08:41 | |
-..I see several road signs -which my brain must process. | 0:08:42 | 0:08:46 | |
-The trick is to choose the relevant -sign whilst ignoring the others. | 0:08:52 | 0:08:57 | |
-It's been shown -that the bilingual brain... | 0:08:59 | 0:09:02 | |
-..finds it easier to perform such -a task than the monolingual brain. | 0:09:02 | 0:09:08 | |
-This interesting conclusion... | 0:09:08 | 0:09:10 | |
-..had a huge impact -on a field close to my heart. | 0:09:11 | 0:09:14 | |
-The advantages of bilingualism -in children. | 0:09:14 | 0:09:18 | |
-It's an important and -sometimes controversial subject. | 0:09:18 | 0:09:22 | |
-In a recent court case, -an expert said... | 0:09:25 | 0:09:28 | |
-.."Welsh medium education causes -retardation in some children." | 0:09:29 | 0:09:34 | |
-I disagree with this but I can see -how people can draw that conclusion. | 0:09:35 | 0:09:40 | |
-The problem with carrying out -language research... | 0:09:41 | 0:09:45 | |
-..is that people -tend to compare... | 0:09:45 | 0:09:47 | |
-..the development of monolingual -and bilingual children. | 0:09:47 | 0:09:51 | |
-The whole process is different -if you're bilingual. | 0:09:51 | 0:09:55 | |
-Pig. | 0:09:56 | 0:09:57 | |
-Oink, oink. | 0:09:58 | 0:09:59 | |
-Sheep. | 0:10:00 | 0:10:01 | |
-When a child is bilingual... | 0:10:04 | 0:10:06 | |
-..they tend to start to produce -language, sounds and words... | 0:10:07 | 0:10:10 | |
-..at the same age. | 0:10:11 | 0:10:12 | |
-Their vocabulary development may be -slightly slower in one language... | 0:10:13 | 0:10:18 | |
-..compared to a monolingual child -who only speaks one language. | 0:10:18 | 0:10:23 | |
-As a child gets older, -they build a similar vocabulary... | 0:10:25 | 0:10:29 | |
-..to that -which a monolingual child has. | 0:10:29 | 0:10:33 | |
-Sock. | 0:10:34 | 0:10:34 | |
-Sock. - -Siec. | 0:10:34 | 0:10:36 | |
-Chicken. | 0:10:36 | 0:10:38 | |
-Chicken. - -Jicyn. | 0:10:38 | 0:10:39 | |
-Their development will differ -from that of a monolingual child... | 0:10:39 | 0:10:44 | |
-..but those effects -don't last for ever. | 0:10:44 | 0:10:47 | |
-Doll. | 0:10:48 | 0:10:49 | |
-Dogw. | 0:10:50 | 0:10:51 | |
-It's one thing to show bilingualism -isn't damaging to children. | 0:10:52 | 0:10:57 | |
-It's quite another -to show it's beneficial. | 0:10:57 | 0:11:00 | |
-I've worked with Ginny Gathercole -for some years... | 0:11:01 | 0:11:05 | |
-..on a schools research project. | 0:11:05 | 0:11:07 | |
-Our hope is to answer this question. | 0:11:07 | 0:11:10 | |
-What's that? | 0:11:10 | 0:11:12 | |
-What's that? - -A circle. | 0:11:12 | 0:11:14 | |
-A square. | 0:11:14 | 0:11:15 | |
-A circle. | 0:11:15 | 0:11:16 | |
-A square. | 0:11:16 | 0:11:17 | |
-In this test, a child sees either a -big square made of small circles... | 0:11:18 | 0:11:23 | |
-..or a big circle -made of small squares. | 0:11:23 | 0:11:26 | |
-In one part of the test... | 0:11:26 | 0:11:28 | |
-..we ask the child to tell us if the -big shape is a square or a circle. | 0:11:28 | 0:11:32 | |
-Square. | 0:11:34 | 0:11:35 | |
-Circles. | 0:11:35 | 0:11:37 | |
-In the second part, -we change the rule. | 0:11:38 | 0:11:40 | |
-We ask the child to tell us -of what the shape is made. | 0:11:40 | 0:11:44 | |
-I want you to tell me -what these little shapes are. | 0:11:44 | 0:11:48 | |
-What are these shapes? | 0:11:48 | 0:11:49 | |
-Stars. | 0:11:50 | 0:11:51 | |
-Well done. | 0:11:51 | 0:11:52 | |
-What are these? | 0:11:53 | 0:11:54 | |
-Circles. | 0:11:55 | 0:11:56 | |
-Circles. - -Well done. | 0:11:56 | 0:11:58 | |
-The child must move -from one rule to another. | 0:11:58 | 0:12:01 | |
-With this test, when you come to -the switch after the first test... | 0:12:02 | 0:12:07 | |
-..that's where we see a different -between monolingual and bilingual. | 0:12:07 | 0:12:12 | |
-Bilingual children -cope better with rule changing... | 0:12:12 | 0:12:16 | |
-..and shifting their focus from -the big shape to the little shapes. | 0:12:17 | 0:12:21 | |
-What shape is this? | 0:12:23 | 0:12:24 | |
-A circle. | 0:12:25 | 0:12:27 | |
-The results so far are encouraging -but we must be cautious. | 0:12:27 | 0:12:31 | |
-Is there a higher price to pay -for bilingual children... | 0:12:33 | 0:12:37 | |
-..than a restricted vocabulary? | 0:12:37 | 0:12:39 | |
-My research is an ongoing process. | 0:12:40 | 0:12:42 | |
-Let's go to a country where -they've tested children for years. | 0:12:42 | 0:12:47 | |
-Canada. | 0:12:47 | 0:12:49 | |
-As I travel through -this amazing cosmopolitan city... | 0:12:56 | 0:13:00 | |
-..it reminds me of the fact that most -people in the world are bilingual. | 0:13:00 | 0:13:05 | |
-Most people -speak more than one language. | 0:13:05 | 0:13:09 | |
-People need to -communicate with each other. | 0:13:11 | 0:13:14 | |
-Many people -with different first languages... | 0:13:14 | 0:13:18 | |
-..learn another language -in order to communicate. | 0:13:18 | 0:13:22 | |
-. | 0:13:30 | 0:13:30 | |
-888 | 0:13:33 | 0:13:33 | |
-888 - -888 | 0:13:33 | 0:13:35 | |
-York University, Toronto. | 0:13:37 | 0:13:39 | |
-The Psychology department -is famous throughout the world... | 0:13:40 | 0:13:45 | |
-..for its research -into bilingualism and children. | 0:13:45 | 0:13:48 | |
-I hope to answer -some of our questions here. | 0:13:49 | 0:13:52 | |
-Postgraduate students and -Psychology department researchers... | 0:13:59 | 0:14:03 | |
-..present their research -into bilingualism and children. | 0:14:03 | 0:14:08 | |
-The seminar is led by respected -expert, Professor Ellen Bialystok. | 0:14:10 | 0:14:15 | |
-Her work has been -and continues to be very pioneering. | 0:14:18 | 0:14:22 | |
-It's a real thrill for me to be -here today, even though it's cold! | 0:14:22 | 0:14:26 | |
-It's an honour for me -to meet her and her team. | 0:14:27 | 0:14:30 | |
-Look at this. -What do you think this is? | 0:14:32 | 0:14:35 | |
-It looks like... | 0:14:35 | 0:14:36 | |
-It looks like... - -..a farm. | 0:14:36 | 0:14:38 | |
-In our research, the bilingual -children typically speak... | 0:14:38 | 0:14:42 | |
-..one of 15 or 20 -non-English languages. | 0:14:42 | 0:14:45 | |
-In the majority of our research, -our testing is only in English. | 0:14:45 | 0:14:50 | |
-There's a farm with animals. -You already know the names. | 0:14:51 | 0:14:54 | |
-That's a pig and that's a cow. | 0:14:54 | 0:14:55 | |
-You're going to tell me the names -of all the animals in order. | 0:14:56 | 0:14:59 | |
-You think you can do it? | 0:15:00 | 0:15:01 | |
-You think you can do it? - -Yeah. | 0:15:01 | 0:15:02 | |
-They must follow the path and name -the animals as fast as possible. | 0:15:04 | 0:15:09 | |
-Pig, cow, cow, pig, pig, pig, cow. | 0:15:10 | 0:15:14 | |
-Good job! Very good. | 0:15:15 | 0:15:16 | |
-Do you know what happens now -on the farm? | 0:15:16 | 0:15:19 | |
-There's a big, big, big wind coming! | 0:15:19 | 0:15:21 | |
-Look what happens! | 0:15:24 | 0:15:25 | |
-It turned the barn upside down. | 0:15:26 | 0:15:28 | |
-The task is reversed. | 0:15:28 | 0:15:30 | |
-This time, the child must -give the wrong label to the animal. | 0:15:30 | 0:15:34 | |
-This is not a cow any more. | 0:15:34 | 0:15:36 | |
-This is not a cow any more. - -It's a pig. | 0:15:36 | 0:15:38 | |
-It's a pig! And this? | 0:15:38 | 0:15:39 | |
-It's a pig! And this? - -It's a cow. | 0:15:39 | 0:15:40 | |
-It's a pig! And this? | 0:15:40 | 0:15:40 | |
-Children generally find this -a silly thing to do. | 0:15:41 | 0:15:44 | |
-What we're asking them to do is -override the usual naming patterns. | 0:15:44 | 0:15:49 | |
-We're basically asking them -to use a different language. | 0:15:49 | 0:15:53 | |
-To use a different symbolic code. | 0:15:53 | 0:15:56 | |
-Typically, it's something bilingual -children find easier to do. | 0:15:57 | 0:16:01 | |
-Pig, pig, pig, cow. | 0:16:02 | 0:16:03 | |
-Cow, pig, pig. | 0:16:03 | 0:16:05 | |
-Pig, pig, pig, cow, cow, pig, pig. | 0:16:06 | 0:16:09 | |
-It wouldn't be -terribly surprising... | 0:16:11 | 0:16:13 | |
-..if bilingual children solved -language problems differently. | 0:16:13 | 0:16:17 | |
-That's the nature -of their experience. | 0:16:17 | 0:16:19 | |
-It would tell us a lot more -about the human mind... | 0:16:20 | 0:16:22 | |
-..if that language experience... | 0:16:23 | 0:16:25 | |
-..also influenced the way -they solve other kinds of problems. | 0:16:25 | 0:16:29 | |
-We're going to play the arrow game. | 0:16:29 | 0:16:32 | |
-In this test, -the child presses a button... | 0:16:35 | 0:16:38 | |
-..to indicate in which direction -the red arrow points. | 0:16:38 | 0:16:42 | |
-It's a great way to test -the child's mental adaptability. | 0:16:44 | 0:16:47 | |
-The child must ignore what -he or she sees around the arrow... | 0:16:48 | 0:16:52 | |
-..and focus on the coloured arrow. | 0:16:52 | 0:16:55 | |
-Bilingual children -usually do better in this test. | 0:17:03 | 0:17:06 | |
-They're used to -focusing on one language... | 0:17:07 | 0:17:10 | |
-..and ignoring the other language. | 0:17:10 | 0:17:13 | |
-This is a wok. -Now, there's another one. | 0:17:13 | 0:17:15 | |
-There are two of them. | 0:17:16 | 0:17:17 | |
-There are two... | 0:17:17 | 0:17:19 | |
-There are two... - -..woks. | 0:17:19 | 0:17:20 | |
-That's it! | 0:17:20 | 0:17:22 | |
-The next task shows bilingualism -isn't always good. | 0:17:22 | 0:17:26 | |
-This is a gotch. | 0:17:28 | 0:17:29 | |
-Now there is another one. | 0:17:29 | 0:17:31 | |
-There are two... | 0:17:31 | 0:17:32 | |
-There are two... - -Gotches. | 0:17:32 | 0:17:33 | |
-That's a great way to test a child's -intellectual grasp of a language... | 0:17:35 | 0:17:40 | |
-..especially the morphology -of the language. | 0:17:40 | 0:17:43 | |
-Canadian research shows bilingual -children may make more mistakes... | 0:17:44 | 0:17:48 | |
-..on this type of test. | 0:17:48 | 0:17:50 | |
-This is a man who knows how to mot. -He is motting. | 0:17:51 | 0:17:53 | |
-He did the same thing yesterday. | 0:17:54 | 0:17:56 | |
-What did he do yesterday? | 0:17:56 | 0:17:58 | |
-Yesterday, he... | 0:17:58 | 0:17:59 | |
-Yesterday, he... - -..mot. | 0:17:59 | 0:18:00 | |
-Is grammatical weakness a problem? | 0:18:00 | 0:18:03 | |
-I want you -to be a little scientist for me. | 0:18:04 | 0:18:06 | |
-Could you take your magnet -and touch each of these things? | 0:18:06 | 0:18:10 | |
-As soon as you touch one, -tell me what happens. | 0:18:10 | 0:18:14 | |
-In this test, we look at -the way children use language... | 0:18:14 | 0:18:18 | |
-..to form arguments -and explain concepts. | 0:18:18 | 0:18:21 | |
-It's a magnet and now it's stuck. | 0:18:21 | 0:18:24 | |
-It's stuck? Why is it stuck, then? | 0:18:24 | 0:18:26 | |
-Because they're both magnets -and they're magnetic. | 0:18:26 | 0:18:30 | |
-The bilingual child -has a more limited vocabulary... | 0:18:30 | 0:18:34 | |
-..and may make -more grammatical errors... | 0:18:35 | 0:18:38 | |
-..but that doesn't impair -the child's use of the language. | 0:18:38 | 0:18:42 | |
-That's clear when a child -tries to explain something... | 0:18:42 | 0:18:46 | |
-..or presents an argument -in an academic manner. | 0:18:47 | 0:18:50 | |
-This looks like metal to me. | 0:18:51 | 0:18:53 | |
-Yeah, -it's just not the magnetic kind. | 0:18:54 | 0:18:56 | |
-A-ha! -It's just not the magnetic kind. | 0:18:56 | 0:18:59 | |
-We could say that bilingualism -may have some cost to children... | 0:19:00 | 0:19:04 | |
-..because they would -perform more poorly... | 0:19:05 | 0:19:08 | |
-..than monolingual -English speakers on these tests. | 0:19:08 | 0:19:12 | |
-But that cost -has no important consequence... | 0:19:12 | 0:19:15 | |
-..because they're not disadvantaged -in language use... | 0:19:15 | 0:19:19 | |
-..in language comprehension -and in language production. | 0:19:20 | 0:19:24 | |
-Further interesting work -is being carried out... | 0:19:28 | 0:19:31 | |
-..on the other side of Toronto. | 0:19:32 | 0:19:34 | |
-This is the Jewish -Baycrest Hospital. | 0:19:35 | 0:19:38 | |
-They've made an amazing discovery -about bilingualism here. | 0:19:38 | 0:19:43 | |
-It's a geriatric hospital. | 0:19:43 | 0:19:45 | |
-Extensive research into memory -processes is carried out here. | 0:19:46 | 0:19:50 | |
-A lot of exciting -neurological research is done here. | 0:19:50 | 0:19:54 | |
-Are you ready? | 0:20:02 | 0:20:03 | |
-Are you ready? - -I think so. | 0:20:03 | 0:20:04 | |
-Let's begin. | 0:20:04 | 0:20:06 | |
-They made a discovery... | 0:20:06 | 0:20:07 | |
-..while carrying out tests -in the memory clinic. | 0:20:08 | 0:20:11 | |
-Red, blue, green, red. | 0:20:12 | 0:20:16 | |
-When we split these patients -into people who were bilingual... | 0:20:17 | 0:20:21 | |
-..and people who were monolingual... | 0:20:22 | 0:20:24 | |
-..it turns out the bilingual people -did get Alzheimer's. | 0:20:25 | 0:20:29 | |
-It doesn't stop it altogether... | 0:20:29 | 0:20:31 | |
-..but it seems to defer -the onset of Alzheimer's disease. | 0:20:31 | 0:20:35 | |
-These people that were bilinguals -were coming in four years later... | 0:20:36 | 0:20:40 | |
-..than monolinguals. | 0:20:40 | 0:20:42 | |
-Four years is a long time. | 0:20:44 | 0:20:46 | |
-There are huge implications to this. | 0:20:46 | 0:20:49 | |
-Experts say the best you can hope -for with the available drugs... | 0:20:49 | 0:20:54 | |
-..is to suppress the effects -for six months. | 0:20:54 | 0:20:57 | |
-If bilingualism can halt the onset -for up to four years... | 0:20:57 | 0:21:01 | |
-..it has huge financial implications -for the NHS. | 0:21:01 | 0:21:07 | |
-I'm going to move on -to the next task. | 0:21:08 | 0:21:11 | |
-Exactly what's behind it -we don't really know. | 0:21:11 | 0:21:15 | |
-Our best bet is bilingualism is one -example of a number of activities... | 0:21:15 | 0:21:21 | |
-..like doing crosswords, sudokus -and playing a musical instrument... | 0:21:21 | 0:21:26 | |
-..which have the effect of keeping -cognitive abilities into old age... | 0:21:26 | 0:21:31 | |
-..and to defer dementia. | 0:21:32 | 0:21:33 | |
-We shape our brain, -just as our brain shapes us. | 0:21:38 | 0:21:41 | |
-We're now investigating -the effect of musical training. | 0:21:41 | 0:21:46 | |
-We're finding interesting data -that is in some ways similar... | 0:21:46 | 0:21:49 | |
-..and in some ways quite different -from what we find for bilingualism. | 0:21:50 | 0:21:54 | |
-I think this is -a very important direction. | 0:21:54 | 0:21:57 | |
-How and how broadly does experience -effect the way we live... | 0:21:57 | 0:22:03 | |
-..and interact in the world? | 0:22:03 | 0:22:05 | |
-Seeing this man skating in Toronto -reminds me of what I've learned. | 0:22:11 | 0:22:16 | |
-It seems ice skating -can be good for the brain... | 0:22:16 | 0:22:20 | |
-..just like playing the piano -and other mental activities. | 0:22:20 | 0:22:24 | |
-Individual experiences -affect the brain. | 0:22:25 | 0:22:28 | |
-In turn, this affects -the way we live our lives. | 0:22:28 | 0:22:32 | |
-The research I've seen here -opens up a wide area of study... | 0:22:41 | 0:22:44 | |
-..providing a new approach -to bilingualism and the brain. | 0:22:45 | 0:22:49 | |
-The teams in Canada and Wales... | 0:22:53 | 0:22:55 | |
-..ask similar questions -about bilingualism. | 0:22:55 | 0:22:58 | |
-It's been exciting to see how -the team here approaches the work. | 0:22:59 | 0:23:03 | |
-It's fascinating -to see their ideas... | 0:23:03 | 0:23:06 | |
-..and to find out how they -see the field's development. | 0:23:06 | 0:23:10 | |
-We're lucky in Wales -to have two languages... | 0:23:16 | 0:23:19 | |
-..and a strong musical tradition. | 0:23:20 | 0:23:22 | |
-I'm interested in the effect that -playing music can have on the brain. | 0:23:23 | 0:23:28 | |
-That may be -one of my next research projects. | 0:23:29 | 0:23:32 | |
-In the meantime, -I must practise a bit more! | 0:23:35 | 0:23:38 | |
-S4C subtitles by Eirlys A Jones | 0:24:06 | 0:24:09 | |
-. | 0:24:09 | 0:24:10 |