Brain signatures of early lexical and morphological learning of a new language

Havas, Viktória; Laine, Matti; Fornells, Antoni Rodríguez

doi:10.1016/j.neuropsychologia.2017.04.005

Cited by 10 publications

(16 citation statements)

References 44 publications

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“…This is consistent with the idea that multiple distributional cues in the input can be tracked simultaneously (De Diego Balaguer et al, 2007; Mueller et al, 2009; Havas et al, 2017). However, the drop in performance on single-marked nouns after Scan 1 suggests that learners developed an implicit strategy that resulted in increased learning of the easier of the two distributional relationships after the initial exposure.…”

Section: Discussionsupporting

confidence: 89%

“…Cunillera et al (2009) showed physiologic evidence of implicit word segmentation from running speech within a minute of exposure to non-word strings. Likewise, physiological evidence of learning occurs after minutes of exposure to words containing morpheme-like features (De Diego Balaguer et al, 2007; Mueller et al, 2009; Havas et al, 2017). Others (McLaughlin et al, 2004) have shown that physiologic change can precede behavioral change, representing a neural precursor for learning.…”

Section: Introductionmentioning

confidence: 99%

“…The neurophysiological reality of this dual learning is reflected by different ERP components that emerge in relation to word identity and word morphology (De Diego Balaguer et al, 2007; Mueller et al, 2009; Havas et al, 2017). To accomplish this, learners require converging or overlapping distributional regularities (Braine, 1987; Frigo and McDonald, 1998; Gerken et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm

et al. 2017

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The neural basis of statistical learning as it occurs over time was explored with stimuli drawn from a natural language (Russian nouns). The input reflected the “rules” for marking categories of gendered nouns, without making participants explicitly aware of the nature of what they were to learn. Participants were scanned while listening to a series of gender-marked nouns during four sequential scans, and were tested for their learning immediately after each scan. Although participants were not told the nature of the learning task, they exhibited learning after their initial exposure to the stimuli. Independent component analysis of the brain data revealed five task-related sub-networks. Unlike prior statistical learning studies of word segmentation, this morphological learning task robustly activated the inferior frontal gyrus during the learning period. This region was represented in multiple independent components, suggesting it functions as a network hub for this type of learning. Moreover, the results suggest that subnetworks activated by statistical learning are driven by the nature of the input, rather than reflecting a general statistical learning system.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm

et al. 2017

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“…The investigation of the cognitive and neural processes underlying word learning constitutes a newsworthy topic (Havas, Laine, & Rodríguez Fornells, 2017;Rodríguez-Fornells, Cunillera, Mestres-Missé, & de Diego-Balaguer, 2009) and several research questions have not yet been addressed. The first objective of this study was to determine whether the previously reported beneficial effects of musical expertise on word learning in children and young professional musicians (Dittinger et al, 2016;Dittinger, Chobert, et al, 2017) are likewise preserved in older adults (i.e., older adults' perspective).…”

Section: Introductionmentioning

confidence: 99%

Testing the influence of musical expertise on novel word learning across the lifespan using a cross-sectional approach in children, young adults and older adults

et al. 2019

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Word learning is a multifaceted perceptual and cognitive task that is omnipresent in everyday life. Currently, it is unclear whether this ability is influenced by age, musical expertise or both variables. Accordingly, we used EEG and compared behavioral and electrophysiological indices of word learning between older adults with and without musical expertise (older adults' perspective) as well as between musically trained and untrained children, young adults, and older adults (lifespan perspective). Results of the older adults' perspective showed that the ability to learn new words is preserved in elderly, however, without a beneficial influence of musical expertise. Otherwise, results of the lifespan perspective revealed lower error rates and faster reaction times in young adults compared to children and older adults. Furthermore, musically trained children and young adults outperformed participants without musical expertise, and this advantage was accompanied by EEG manifestations reflecting faster learning and neural facilitation in accessing lexical-semantic representations.

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“…The authors concluded that a 24-hour consolidation period had led to deeper lexicalization. Likewise, Havas et al (2017) tested the effects of semantic and morphological learning one day after the learning phase. L1 Spanish or Catalan participants learned the meaning of pseudo-words on day 1.…”

Section: The Incremental Nature Of Word Knowledgementioning

confidence: 99%

The role of Event-Related Potentials (ERPs) as sensitive measures in L2 vocabulary acquisition research

Vandenberghe¹,

Perez²,

Reynvoet³

et al. 2019

Journal of the European Second Language Association

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Neurocognitive measures have only scarcely been used in second language (L2) vocabulary research. Traditionally, L2 vocabulary knowledge has been gauged by using off-line measures that allow for conscious thinking and attentional control. Yet, it has been argued that more research is warranted on the role of measures that have the sensitivity to tap into on-line lexical processing. Recording Event-Related Potentials (ERPs) may be an effective technique in order to refine our understanding of L2 vocabulary knowledge. In the current article, we provide a comprehensive review of the relevant literature in order to examine the extent to which ERP research may be valuable to L2 vocabulary research. This review focuses on the potential of ERPs to address the multifaceted nature of vocabulary knowledge. It also examines the role of ERPs to elucidate the neurocognitive mechanisms underlying the incremental nature of L2 vocabulary learning. Finally, this paper discusses the extent to which ERPs might contribute to understanding factors that affect L2 vocabulary learning.

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Brain signatures of early lexical and morphological learning of a new language

Cited by 10 publications

References 44 publications

Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm

Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm

Testing the influence of musical expertise on novel word learning across the lifespan using a cross-sectional approach in children, young adults and older adults

The role of Event-Related Potentials (ERPs) as sensitive measures in L2 vocabulary acquisition research

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