[SOUND] The idea that language and memory interact is nothing new. People have talked about that for many years, and if we think back to Rebot's and even Petri's idea, they're really rooted in memory. Right? Rebot talked about organic memories. These earliest types of memories that are very down deep in the brain. These types of memories tend to degrade later when someone acquires dementia. And Petry's idea of familiarity also, talks something about things becoming more automatic. Along these lines, two different researchers, Michelle Pavardi and Michael Ullman, have both looked at what the nature of implicit and explicit, or declarative and procedural, memory might play in looking at different types of grammatical processing. Their idea is that, implicit types of memory would differ from explicit types of memory. And that in order to achieve better proficiency. It requires somebody to go from an explicitly type of memory, one that's very conscience and effortful to one that's implicit and much less conscience, much less effortful. This would rely on different brain systems. Like a declarative memory system is a much more cortical system. Involving frontal lobe areas the hippocampus and the implicit procedural system would be much more like a motor learning system. And we talked to some extent about the differences between motor learning and more explicit type of learning. And it also fits in nicely with the idea of a way that those who learn at a younger age, use more implicit processes. And so one way to think about what happens as someone becomes more and more proficient, is that the brain systems that come to play a role in how people process information, transition from a more declarative type of memory. One that we can talk about, to a more implicit, procedural type of memory, one that's about doing. And as people become more proficient, they'll become more like procedural language processors. They'll do it automatically, they'll do it without thinking, without effort. So again, we can go back to our idea that we've discussed many times of BICS intercommunication skills, and CALP, academic language. And we can think of BICS as being something much more implicit, much more procedural, occurring in the sort of fast interaction with other people, and CALP being something more effortful, more conscious and more declarative. Now, of course, the interesting thing about this is even academic language as people become more and more proficient as they gain expertise will become more automatic, all right? So this idea of BICS being somewhat more implicit procedural and academic or CALP being much more. Declarative, or effortful, or explicit fits in nicely, although I want people to realize there is a continuum, right? It's not an absolute, but in fact, there seems to be some division between these two different types or these idea of intercommunication skills and academic language. And implicit and explicit memory.
