Research on the neurobiology of second language (L2) learning has historically focused on localization questions and relied on cross-sectional designs. Here, we describe an alternative paradigm involving longitudinal studies of adult, novice learners who are progressing through an introductory sequence of classroom-based L2 instruction. The goal of this paradigm is to determine how much L2 exposure is needed before learners incorporate L2 knowledge into their online comprehension processes, as reflected in scalp-recorded event-related brain potentials. Our preliminary studies show that some, but not all, aspects of the

In this article we review several studies investigating the neural correlates of secondlanguage (L2) grammatical learning in the context of novice adult learners progressing through their first year of L2 classroom instruction. The primary goal of these studies was to determine how and when learners incorporate L2 knowledge into their online language processing system. We show that at least some learners progress through discrete stages of grammatical learning during the first year of instruction. These stages are robust across languages, experimental tasks, and levels of language (lexical vs. sentential) and indicate that there is an intermediate stage of learning between no L2 grammatical knowledge and grammaticalization. We also show that although learners' brain responses are quite variable, this variability is highly systematic and can be used to identify meaningful subgroups of learners.

Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom-based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners' brains. These changes can occur during the earliest stages of L2 acquisition.

Initial sale success in the market with a new product is a critical milestone for a new venture. Failure at the introduction stage of a new product could have lethal consequences for the venture. In the present study, the authors investigate the role of a new venture company's first successful sale in the venture's future commercial success. The authors develop and test a model of the impact of the founders' entrepreneurial and commercial capabilities and proactive sales orientation on the significance of the first sale and sales growth of a new venture. Using survey data and partial least squares estimation, the results reveal that the founders' commercial capabilities have a positive effect on proactive sales orientation, while their entrepreneurial capabilities positively moderate the effect of commercial capabilities. Further, the results reveal that a proactive sales orientation positively affects the significance of the first sale and that value‐based selling approach positively moderates the effect of proactive sales orientation. Finally, the results reveal that the significance of the first sale is positively related to sales growth. Thus, the authors conclude that combining the founders' commercial and entrepreneurial capabilities strengthens proactive sales orientation and that, in turn, a proactive sales orientation particularly increases the significance of the first sale when new venture companies practice value‐based selling. Research has convincingly demonstrated proactive selling behavior to be one of the most powerful predictors of sales performance. Value‐based selling is a sales approach to identify, quantify, communicate, and verify value of a new product to the customer. Our findings suggest that founders who possess both strong commercial and entrepreneurial capabilities engage considerably more in proactive sales practice as compared with founders that only possess strong commercial capabilities. Hence, rather than hiring specific sales expertise, founders should develop their proactive, value‐selling capabilities.

We report here a study of adult first language (L1) English speakers who were enrolled in a university course of second language (L2) Finnish instruction. We investigated the acquisition and retention of the phonotactic Finnish Vowel Harmony rule. Event-Related Potentials (ERPs) were recorded while learners read a list of Finnish words and word-like non-words, some of which violated vowel harmony. ERPs were recorded near the beginning, middle, and end of the instructional period, and during a post-instruction language attrition session. The violations elicited an N400 effect during early stages of learning and a P600 effect after additional instruction. Conversely, violations elicited a P600 after short attrition periods and an N400 after longer periods. Our results support a processing-based version of the regression hypothesis: learners gradually transitioned from a lexical processing mode to a grammatical processing mode during the acquisition phase, with the reverse transition occurring once instruction has ended.