| | School Readiness Considered From a Neuro-Cognitive Perspective |
 | | Central to the concept of critical periods was and is the notion that the brain and behavior of specific species of animals can be adversely affected when individuals are deprived of environmental stimulation that is essential for their normal brain-behavioral development during early, often brief, critical periods of life. |
 | | To demonstrate the plasticity of sensitive periods for the development of language in song bird species, Marler offers the example involving young birds that had been deprived of the opportunity to hear the language of their species during the sensitive period for language development. |
 | | Moreover, research must clarify the nature and range of sensitive periods during postnatal development, early childhood, and adolescence when individuals are optimally ready to take advantage of experiences that advance neuro-cognitive development and learning, and to experimentally test ways to overcome the effects of deprivations or other influences during such sensitive periods. |
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