Linking neurogenetics and individual differences in language learning: the dopamine hypothesis.
Open accessAbstract
Fundamental advances in neuroscience have come from investigations into neuroplasticity and learning. These investigations often focus on identifying universal principles across different individuals of the same species. Increasingly, individual differences in learning success have also been observed, such that any seemingly universal principle might only be applicable to a certain extent within a particular learner. One potential source of this variation is individuals' genetic differences. Adult language learning provides a unique opportunity for understanding individual differences and genetic bases of neuroplasticity because of the large individual differences in learning success that have already been documented, and because of the body of empirical work connecting language learning and neurocognition. In this article, we review the literature on the genetic bases of neurocognition, especially studies examining polymorphisms of dopamine (DA)-related genes and procedural learning. This review leads us to hypothesize that there may be an association between DA-related genetic variation and language learning differences. If this hypothesis is supported by future empirical findings we suggest that it may point to neurogenetic markers that allow for language learning to be personalized.
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Genetically encoded dopaminergic reception and transmission mediate the acquisition of procedural aspects of grammar.
“A neurogenetic approach to individual differences in L2 learning is advanced by Wong et al. (2012), who specify the mediating roles of genetically encoded dopaminergic (DA) reception and transmission that underlie the acquisition of procedural aspects of grammar.”
From Plasticity, Variability and Age in Second Language Acquisition and Bilingualism (2018) · cites this paper as Wong et al. (2012)
The Introduction links genes encoding dopamine receptors and transporters to procedural learning and proposes that DA-related genes may be associated with variation in grammar learning. The Counter-Evidence and Other Challenges section likewise calls the gene–grammar link a hypothesis limited to some aspects of grammar learning. The claim overstates this proposed relationship as an established mediating mechanism. (LLM, conf=0.88)
Experimental — accuracy not yet measuredIndividuals with different genetic profiles may have different learning capabilities, with more variation expected in adult L2 acquisition than in L1 acquisition.
““it is not surprising that individuals with different genetic profiles may have different learning capabilities” (Wong et al., 2012, p. 1093), with more variation expected in adult L2 acquisition than in L1 acquisition.”
From Plasticity, Variability and Age in Second Language Acquisition and Bilingualism (2018) · cites this paper as Wong et al., 2012
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Flagged first, then by citations
Research works printed but not linked: 5
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Cited by
Sorted by citations
Plasticity, Variability and Age in Second Language Acquisition and Bilingualism
Birdsong, D. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00081 · Cited by 205 · see citing works
“A neurogenetic approach to individual differences in L2 learning is advanced by Wong et al. (2012), who specify the mediating roles of genetically encoded dopaminergic (DA) reception and transmission that underlie the acquisition of procedural aspects of grammar.”
BackgroundFaraone, S. V., Ward, C. L., Boucher, M., Elbekai, R., & Brunner, E. (2025) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2025.106275 · Cited by 10 · see citing works
- Authors
- Wong, P. C. M., Morgan-Short, K., Ettlinger, M., & Zheng, J.
- Affiliations
- Northwestern University (US)
- Corresponding author
- Wong, Patrick C.M.
- Venue
- Cortex
- Publisher
- Elsevier BV
- Published
- 2012-10
- Volume
- 48
- Issue
- 9
- Pages
- 1091-1102
- ISSN
- 0010-9452 (ISSN-L)
- PMC
- PMC3965203
- OpenAlex
- W1987803101
- Cited by
- 67
- References
- 155
- Citations by year
- 2026: 1 · 2025: 7 · 2024: 3 · 2023: 4 · 2022: 6 · 2021: 5 · 2020: 5 · 2019: 1 · 2018: 5 · 2017: 1 · 2016: 5 · 2015: 11 · 2014: 7 · 2013: 5 · 2012: 1
- FWCI
- 0.80
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Cortex (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health (R01DC008333, R21DC009652, ARRA R21DC009652-S1, ARRA RC1DC010633)
- National Science Foundation (BCS-1125144)
- Topics
- Life Sciences › Neuroscience › Cellular and Molecular Neuroscience › Neurotransmitter Receptor Influence on Behavior
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- adult language learning, individual differences, neurogenetics, dopamine, genetic polymorphism, neuroplasticity, procedural learning, neurocognitive function, personalized learning, genetic markers
- MeSH terms
- Animals, Dopamine, Humans, Individuality, Language, Language Development, Learning, Neuronal Plasticity
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