An ER-fMRI study of Russian inflectional morphology

Slioussar, Natalia; Kireev, Maxim; Chernigovskaya, Tatiana V.; Kataeva, G. V.; Korotkov, Alexander; Медведев, С. В.

doi:10.1016/j.bandl.2014.01.006

Cited by 24 publications

(29 citation statements)

References 43 publications

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“…Evidence from priming experiments (Kazanina, Dukova-Zheleva, Geber, Kharlamov, & Tonciulescu, 2008 ), for example, indicates that L1 speakers of Russian decompose diminutive forms into their morphological constituents during word recognition; see Clahsen, Sonnenstuhl, and Blevins ( 2003 ) for parallel results on L1 German. For infl ectional morphology in L1 Russian, Slioussar et al (2014) reported a brain-imaging experiment showing the familiar contrasts between regular and irregular infl ection that have been obtained in comparable studies on German (Beretta et al, 2003 ) and other languages. These studies indicate that it is not the case that speakers of Russian rely less on morphology and morphosyntax for word recognition in their L1 than do German speakers in their L1.…”

Section: Discussionmentioning

confidence: 89%

Morphosyntax in the Bilingual Mental Lexicon

Krause

Bosch

Clahsen

2014

Stud Second Lang Acquis

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Although morphosyntax has been identifi ed as a major source of diffi culty for adult (nonnative) language learners, most previous studies have examined a limited set of largely affi x-based phenomena. Little is known about word-based morphosyntax in late bilinguals and of how morphosyntax is represented and processed in a nonnative speaker's lexicon. To address these questions, we report results from two behavioral experiments investigating stem variants of strong verbs in German (which encode features such as tense, person, and number) in groups of advanced adult learners as well as native speakers of German. Although the late bilinguals were highly proficient in German, the results of a lexical priming experiment revealed clear native-nonnative differences. We argue that lexical representation and processing relies less on morphosyntactic information in a nonnative than in a native language.

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Section: Discussionmentioning

confidence: 89%

Morphosyntax in the Bilingual Mental Lexicon

Krause

Bosch

Clahsen

2014

Stud Second Lang Acquis

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“…The involvement of these brain areas is believed to be related to the necessity of the greater behavioral control during deception as compared to that for truthful actions (see, e.g., [5,7]). However, the functional specializa tion of the structures indicated according to literature indicates the possibility of their involvement in provid ing activities not necessarily connected with decep tion, e.g., speech [8], attention [9], and executive con trol [10]. Thus, the changes in the functional activity observed might be connected with global effects related to the relative difficulty of the activity imple mented rather than to the deception as such.…”

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confidence: 87%

Functional interactions between the caudate nuclei and inferior frontal gyrus providing deliberate deception

et al. 2015

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The goal of the present study was to investigate functional interactions between brain structures during deliberate deception. On the basis of the results obtained and literature data, the following hypothesis has been formulated: the functional interaction between the brain areas responsible for executive control of the behavior localized in the prefrontal cortex (inferior frontal gyrus) and elements of the error detection sys tem of the brain underlie deliberate deception. This hypothesis has been tested using psychophysiological interaction (PPI) analysis, which has revealed that deceptive actions (in comparison to truthful ones) are related to an increased functional connectivity between the left caudate nucleus and left inferior frontal gyrus. The experimental data support our hypothesis that the interaction of the brain systems responsible for exec utive control and error detection underpins the brain maintenance of execution of deceptive actions.

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“…It was proven that density and quality of neural network and glias increased as a result of education, dendrites and axons providing the growth and modification of intracerebral connections; even the size of nerve fibers increases (due to intensive myelinization) (Zuk et al, 2014). That is, education is a direct impact on brain tissue (Alekseev et al, 2015;Chernigovskaya, 2010;Slioussar et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…This discipline is interdisciplinary and involves usage of results obtained within other neurosciences. Since according to the modern research (Macajova, 2013) in the progress of education, the brain changes physically (Chernigovskaya, 2010;Slioussar et al, 2014;Zuk et al, 2014) and the very education is permanent and not always purposeful, it is important what information and which way the human being obtains it. It is a determining factor in understanding hybridization of neuropedagogy and knowledge management.…”

Section: Introductionmentioning

confidence: 99%

Neuropedagogy And Bioethics' Symbolism: Place In Knowledge Management

Первушина¹

2018

The European Proceedings of Social and Behavioural Sciences

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The convergence of information, biomedical and cognitive technologies results in growing popularity of neuro-sciences. Neuro-sciences related to humanitarian research (including educational) emerge. The goal of the research described in the work is to define a measure of conceptual novelty in combining neuro-science and pedagogics. To reach the goal stated, the author solved the following tasks: searching for criterion dividing the initiative of naming from the initiative of neuro-science's research; setting the stand from which researching programs of neuro-science were developed; uncovering ethical aspects of neuro-science from a bioethical point of view; defining the relevant position for discovering neuropedagogy' perspectives in knowledge management. As a criterion of neuroscience, the one suggested by A.Y. Alekseev was selected: a science may be reasonably called "neuro" if its methods are mostly connectionist. This criterion emphasizes two moments: specification of neuroscience methods and the interdisciplinary nature of this new branch of science. Neuropedagogy must take into consideration the specifics of neuroethics', neuroesthetics' and neurophilosophy's epistemology. Along with this, "neuro" prefix supposes examined impacts aimed at the brain and corporeality. In its turn, this causes the necessity to take into account the bioethical problematics while implementing such impacts. Popularity of neuro-science in humanitarian research is a symbolic reaction to convergent technologies. This is implemented in bioethics' symbolism within the modern culture and related to knowledge management.

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An ER-fMRI study of Russian inflectional morphology

Cited by 24 publications

References 43 publications

Morphosyntax in the Bilingual Mental Lexicon

Morphosyntax in the Bilingual Mental Lexicon

Functional interactions between the caudate nuclei and inferior frontal gyrus providing deliberate deception

Neuropedagogy And Bioethics' Symbolism: Place In Knowledge Management

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