The effect of age of acquisition, socioeducational status, and proficiency on the neural processing of second language speech sounds

Abstract

This study investigates the role of age of acquisition (AoA), socioeducational status (SES), and second language (L2) proficiency on the neural processing of L2 speech sounds. In a task of pre-attentive listening and passive viewing, Spanish-English bilinguals and a control group of English monolinguals listened to English syllables while watching a film of natural scenery. Eight regions of interest were selected from brain areas involved in speech perception and executive processes. The regions of interest were examined in 2 separate two-way ANOVA (AoA × SES; AoA × L2 proficiency). The results showed that AoA was the main variable affecting the neural response in L2 speech processing. Direct comparisons between AoA groups of equivalent SES and proficiency level enhanced the intensity and magnitude of the results. These results suggest that AoA, more than SES and proficiency level, determines which brain regions are recruited for the processing of second language speech sounds.

The independent and interacting effects of socioeconomic status and dual‐language use on brain structure and cognition

“…This question reflects a binary categorical variable and does not account for type of exposure (e.g., dual language within the home vs. minority language within home and majority language within school/community), amount of exposure, proficiency (e.g., balanced vs. unbalanced bilingualism), or age of second language acquisition (early acquisition vs. later acquisition). These facets of bilingualism have been reported to impact both brain and behavioral findings (Archila-Suerte, Zevin, & Hernandez, 2015;Hoff et al, 2014;Thomas-Sunesson, Hakuta, & Bialystok, 2018;Winsler et al, 2014). Age of acquisition (AoA) in particular has been strongly associated with both behavioral differences (Luk, de Sa, & Bialystok, 2011;Sebastián-Gallés, Echeverría, & Bosch, 2005) and underlying neural correlates (Klein, Mok, Chen, & Watkins, 2014;Mohades et al, 2012Mohades et al, , 2015 related to bilingualism, and has been reported to be a better predictor of bilingual brainbehavior correlations than proficiency or exposure (Archila-Suerte et al, 2015;Sebastián-Gallés et al, 2005;Yow & Li, 2015).…”

“…These facets of bilingualism have been reported to impact both brain and behavioral findings (Archila-Suerte, Zevin, & Hernandez, 2015;Hoff et al, 2014;Thomas-Sunesson, Hakuta, & Bialystok, 2018;Winsler et al, 2014). Age of acquisition (AoA) in particular has been strongly associated with both behavioral differences (Luk, de Sa, & Bialystok, 2011;Sebastián-Gallés, Echeverría, & Bosch, 2005) and underlying neural correlates (Klein, Mok, Chen, & Watkins, 2014;Mohades et al, 2012Mohades et al, , 2015 related to bilingualism, and has been reported to be a better predictor of bilingual brainbehavior correlations than proficiency or exposure (Archila-Suerte et al, 2015;Sebastián-Gallés et al, 2005;Yow & Li, 2015). Unlike the binary measure of dual-language exposure, the SES measures included here (i.e., income and education) were measured as continuous variables, allowing for more variability between individuals and a higher probability of finding significant associations with both brain and cognitive outcomes.…”

L1 and L2 processing in the bilingual brain: A meta-analysis of neuroimaging studies

“…According to the framework of critical period, later L2 onset age is often associated with lower L2 performance due to the maturational decay of the ability to acquire language and/or the interference of the existing linguistic system (Archila-Suerte, Zevin, Bunta, & Hernandez, 2012;Archila-Suerte, Zevin, & Hernandez, 2015;Birdsong & Molis, 2001;Newport, 1990). Although a decline in L2 capability has been demonstrated in morphology, phonology, semantics, and syntax through adulthood (Flege, Yeni-Komshian, & Liu, 1999;Johnson & Newport, 1989;Weber-Fox & Neville, 1996), age six or seven is widely thought as the general turning point and thus the cut-off between early and late bilinguals (Meisel, 2004, chap.…”

Working memory, metacognition and foreign language reading comprehension: a bibliographical review

“…To better understand how metacognition can be associated with the functions of the CE, it is worthy to contemplate what is proposed by Archilla-Suerte et al (2015). According to the researcher, although attributing different roles to selective attention and WM (i.e.…”