The nature of the language input affects brain activation during learning from a natural language

Plante, Elena; Patterson, Dianne; Gómez, Rebecca L.; Almryde, Kyle R.; White, Milo G.; Asbjørnsen, Arve

doi:10.1016/j.jneuroling.2015.04.005

Cited by 32 publications

(64 citation statements)

References 76 publications

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“…Studies also report striatal activation in SL [56,57], with activity in the caudate body predicting discrimination of statistically predictable versus unpredictable transitions in visual and auditory SL [14,57].…”

Section: Candidate Memory Systems For Statistical Learningmentioning

confidence: 99%

Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective

Gómez

2017

Phil. Trans. R. Soc. B

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One contribution of 13 to a theme issue 'New frontiers for statistical learning in the cognitive sciences'. Statistical structure abounds in language. Human infants show a striking capacity for using statistical learning (SL) to extract regularities in their linguistic environments, a process thought to bootstrap their knowledge of language. Critically, studies of SL test infants in the minutes immediately following familiarization, but long-term retention unfolds over hours and days, with almost no work investigating retention of SL. This creates a critical gap in the literature given that we know little about how single or multiple SL experiences translate into permanent knowledge. Furthermore, different memory systems with vastly different encoding and retention profiles emerge at different points in development, with the underlying memory system dictating the fidelity of the memory trace hours later. I describe the scant literature on retention of SL, the learning and retention properties of memory systems as they apply to SL, and the development of these memory systems. I propose that different memory systems support retention of SL in infant and adult learners, suggesting an explanation for the slow pace of natural language acquisition in infancy. I discuss the implications of developing memory systems for SL and suggest that we exercise caution in extrapolating from adult to infant properties of SL.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'.

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Section: Candidate Memory Systems For Statistical Learningmentioning

confidence: 99%

Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective

Gómez

2017

Phil. Trans. R. Soc. B

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“…The present results can be compared directly with the results of our previous word segmentation study (Plante et al, 2015), in that the procedures for scanning and ICA analyses were identical. In that word segmentation study, activation in the pars opercularis was reported in the left hemisphere for two ICs and in the right hemisphere for four ICs.…”

Section: Discussionmentioning

confidence: 71%

“…However, activation in this area and others (e.g., frontal regions, and areas in the temporo-parietal-occipital junction) is not consistently evident across or within word segmentation studies (Plante et al, 2015). For example, two studies (McNealy et al, 2006; Karuza et al, 2013) reported activation in this area not during exposure, but in relation to performance on a post-scan test.…”

Section: Introductionmentioning

confidence: 99%

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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“…For most infants, simply exposing them to a language guarantees that they will learn the language. Regardless of nationality, infants are natural language learners and are generally born with the ability to utter all of the sounds that humans are capable of producing [17][18][19][20][21]. After some time in a particular language environment, the infant will stop producing some sounds in favor of those that he or she is consistently hearing.…”

Section: Speech Acquisition and Learning To Readmentioning

confidence: 99%

The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education

Hurford

Hurford²,

Head³

et al. 2016

J Child Dev Disord

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Dyslexia is the most common and widely studied learning disability affecting nearly 20% of the children in the United States. Although the Science of Reading provides considerable information with regard to the nature of dyslexia, its evaluation and remediation, there is a history of ignorance, complacency and resistance in colleges of education with regard to disseminating this critical information to pre-service teachers. Information concerning weaknesses in the training of doctoral-level faculty which trickles down to graduate students in education and pre-services teachers is discussed along with potential solutions. Children with dyslexia and reading difficulties are waiting to be taught to read and the knowledge and skills necessary to do so exist. It is essential that the Science of Reading become part of the vocabulary, knowledge base and training within colleges of education.

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The nature of the language input affects brain activation during learning from a natural language

Cited by 32 publications

References 76 publications

Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective

Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective

Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm

The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education

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