[SOUND] So, in this section of the course, we've considered the sensorimotor nature of early learning, rIght? The idea being that, when learning occurs early in life, it involves more sensorimotor types of processing. We've considered this within the domain of a single language, right? When people are asked view words in a single language that are earlier learned late, we see different brain areas being active. We've considered this within development, right? Early developing parts of the brain are more sensorimotor based than later developing parts of the brain. We've looked at this with people who play golf, with musicians, right? With experts looking at early versus late developing expertise. And finally, we've considered within a single language, how sound and this early sensorimotor footprint might serve as a scaffold or as a base for more complex types of concepts. For example, grammatical concepts that occur, may be based initially on very simple sensorimotor types of processing. And we could consider the implications this might have for how early and late learning differ. I often get asked the question, you know, is it better to learn a la, a language early or late in life? You know, what's the diff, what, what happens, you know, why is it harder for people that are older? And what I always tell people is early and late learning are different. They're different because of the brain systems that are up online, when early learning occurs, and the brain systems that are up online, when late learning occurs. And so, in this section, we've considered how those brain systems, between early and late learning differ.