Inducing Shifts in Attentional and Preattentive Visual Processing Through Brief Training on Novel Grammatical Morphemes: An Event-Related Potential Study

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-04-10 DOI:10.1111/lang.12642

Yuyan Xue, John Williams

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引用次数: 0

Abstract

Can brief training on novel grammatical morphemes influence visual processing of nonlinguistic stimuli? If so, how deep is this effect? Here, an experimental group learned two novel morphemes highlighting the familiar concept of transitivity in sentences; a control group was exposed to the same input but with the novel morphemes used interchangeably. Subsequently, both groups performed two visual oddball tasks with nonlinguistic motion events. In the first (attentional) oddball task, relative to the control group, the experimental group showed decreased attention (P300) to infrequent changes in the morpheme-irrelevant dimension (shape) but not the morpheme-relevant dimension (motion transitivity); in the second (preattentive) oddball task, they showed enhanced preattentive responses (N1/visual mismatch negativity) to infrequent changes in motion transitivity but not shape. Our findings show that increasing attention to preexisting concepts in sentences through brief training on novel grammatical morphemes can influence both attentional and preattentive visual processing.

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通过对新语法词素的简短训练诱导注意力和注意力视觉处理的转移：事件相关电位研究

新语法词素的简短训练能否影响非语言刺激的视觉加工？如果能，这种影响有多深？在这里，一个实验组学习了两个新语素，强调了人们熟悉的句子中的转义概念；一个对照组接受了相同的输入，但新语素交替使用。随后，两个实验组都进行了两项带有非语言运动事件的视觉奇异任务。在第一项（注意）怪球任务中，相对于对照组，实验组对语素无关维度（形状）的非频繁变化的注意（P300）有所下降，而对语素相关维度（运动转换性）的注意则没有下降；在第二项（前注意）怪球任务中，实验组对运动转换性的非频繁变化的前注意反应（N1/视觉错配负性）有所增强，而对形状的前注意反应则没有增强。我们的研究结果表明，通过对新语法词素的简短训练来提高对句子中已有概念的注意，可以影响注意和注意前视觉加工。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.