From the stressed mind of an adult to the vivid thoughts of an adolescent, form the altered perceptions of children to the needs of infants, the brain is working in many various forms to control, process and store information. One incredibly vital feature of this lies in the brains plasticity. There are various stages in which it is greatly important for the brains plasticity to be exposed to different stimuli and crucial areas in which the plasticity must be exercised in order to retain certain critical developmental features such as vision and hearing. However there are also areas in which it is not such a major issue for the stimulus, reception, and timing to synchronize.

Plasticity refers to how circuits in the brain change, organize and reorganize, in response to experience, or sensory stimulation. Periods of rapid change or plasticity occur in the brain under four main conditions: when the immature brain first begins to process sensory information (developmental plasticity); second, when changes

Critical periods of time at which sensory information such as hearing and vision are being stimulated, developmental plasticity exercised; however there must be sensory or motor input, for if there is an absence of a particular stimuli at the time of early development, the window closes and the opportunity is lost forever, (that is developmental plasticity dies). An example of this is in a famous experiment, two scientists, David Hubel and Torsten Wiesel, illustrated that a kitten, temporarily blinded in one eye at a crucial developmental period, would never recover its sight in that eye even when the blindfold was taken off. It would not develop what is called binocular vision. These "expected" experiences, help shape and wire the basic neural systems, in particular those involving sight, hearing, and to some extent, movement.

Most human learning is not dependent on sensitive or critical periods or on lessons being taught at a particular age. Unlike the development of the visual system, in which it is crucial for babies to see patterns and light from both eyes when they are infants, many things can be taught to children outside of the early years.

It now known that the kind of baby talk once so frowned upon is exactly what babies need in order to learn the language. For language development as a whole, it appears that the critical period is much longer than it is for sight. For a child's native language, both grammar and accent appear to be best-learnt young, when the developmental plasticity is still mouldable and before it begins to shut down, slowly, around puberty. This is true of second-language learning, too.

Disorders can occur, when the stimulus, reception and timing are not synchronous, however the ill timing between the stimulus and reception do not always result in a disorder. An example of

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