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Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study 内隐学习缺陷与阅读障碍是否同时存在？一项 fMRI 和行为研究
IF 4.4 1区 文学
Language Learning Pub Date : 2024-05-13 DOI: 10.1111/lang.12652
Marta Wójcik, Joanna Beck, Katarzyna Chyl, Agnieszka Dynak, Gabriela Dzięgiel‐Fivet, Magdalena Łuniewska, Anna Grabowska, Katarzyna Jednoróg, Agnieszka Dębska
{"title":"Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study","authors":"Marta Wójcik, Joanna Beck, Katarzyna Chyl, Agnieszka Dynak, Gabriela Dzięgiel‐Fivet, Magdalena Łuniewska, Anna Grabowska, Katarzyna Jednoróg, Agnieszka Dębska","doi":"10.1111/lang.12652","DOIUrl":"https://doi.org/10.1111/lang.12652","url":null,"abstract":"What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school‐aged readers, typical (CON, <jats:italic>n</jats:italic> = 54) and with dyslexia (DYS, <jats:italic>n</jats:italic> = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, <jats:italic>n</jats:italic> = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between‐group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140919859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages 两种语言中分类感知的沃尔夫双重分离的电生理学证据
IF 4.4 1区 文学
Language Learning Pub Date : 2024-05-10 DOI: 10.1111/lang.12648
Aina Casaponsa, M. Acebo García-Guerrero, Alejandro Martínez, Natalia Ojeda, Guillaume Thierry, Panos Athanasopoulos
{"title":"Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages","authors":"Aina Casaponsa,&nbsp;M. Acebo García-Guerrero,&nbsp;Alejandro Martínez,&nbsp;Natalia Ojeda,&nbsp;Guillaume Thierry,&nbsp;Panos Athanasopoulos","doi":"10.1111/lang.12648","DOIUrl":"10.1111/lang.12648","url":null,"abstract":"<p><i>Taza</i> in Spanish refers to cups and mugs in English, whereas glass refers to different glass types in Spanish: <i>copa</i> and <i>vaso</i>. It is still unclear whether such categorical distinctions induce early perceptual differences in speakers of different languages. In this study, for the first time, we report symmetrical effects of terminology on preattentive indices of categorical perception across languages. Native speakers of English or Spanish saw arrays of cups, mugs, <i>copas</i>, and <i>vasos</i> flashed in streams. Visual mismatch negativity, an implicit electrophysiological correlate of perceptual change in the peripheral visual field, was modulated for categorical contrasts marked in the participants’ native language but not for objects designated by the same label. Conversely, P3a, an index of attentional orienting, was modulated only for missing contrasts in the participants’ native language. Thus, whereas native labels influenced participants’ preattentive perceptual encoding of objects, nonverbally encoded dissociations reoriented their attention at a later processing stage.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sensitivity to Subphonemic Differences in First Language Predicts Vocabulary Size in a Foreign Language 对母语副音位差异的敏感性可预测外语词汇量的大小
IF 4.4 1区 文学
Language Learning Pub Date : 2024-05-07 DOI: 10.1111/lang.12650
Efthymia C. Kapnoula, Arthur G. Samuel
{"title":"Sensitivity to Subphonemic Differences in First Language Predicts Vocabulary Size in a Foreign Language","authors":"Efthymia C. Kapnoula, Arthur G. Samuel","doi":"10.1111/lang.12650","DOIUrl":"https://doi.org/10.1111/lang.12650","url":null,"abstract":"Some listeners exhibit higher sensitivity to subphonemic acoustic differences (i.e., higher speech gradiency). Here, we asked whether higher gradiency in a listener's first language (L1) facilitates foreign language learning and explored the possible sources of individual differences in L1 gradiency. To address these questions, we tested 164 native Spanish speakers with different linguistic profiles. Speech gradiency was assessed via a Visual Analogue Scale task, and foreign language proficiency was assessed via an English vocabulary test. Possible sources of gradiency included domain‐general auditory acuity, overall exposure to spoken language (indexed by age), and exposure to phonological diversity. Control measures were collected to account for variables such as phoneme categorization consistency, working memory, and musical training. The results revealed a positive link between L1 speech gradiency and vocabulary acquisition in a foreign language over and above all other variables. L1 speech gradiency itself was predicted by domain‐general auditory acuity and overall exposure to spoken language.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140890406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effect of COVID-Related Quarantine and Attitudes on Time Conceptualization: Evidence From Temporal Focus and Implicit Space-Time Mappings 与 COVID 相关的隔离和态度对时间概念化的影响：时空聚焦和内隐时空映射的证据
IF 4.4 1区 文学
Language Learning Pub Date : 2024-05-06 DOI: 10.1111/lang.12649
Panos Athanasopoulos, Rui Su
{"title":"The Effect of COVID-Related Quarantine and Attitudes on Time Conceptualization: Evidence From Temporal Focus and Implicit Space-Time Mappings","authors":"Panos Athanasopoulos,&nbsp;Rui Su","doi":"10.1111/lang.12649","DOIUrl":"10.1111/lang.12649","url":null,"abstract":"<p>The temporal focus hypothesis (TFH) entails that individuals who value the past tend to conceptualize it in front, whereas individuals who value the future tend to map the future in front instead (de la Fuente et al., 2014). This varies as a function of culture, individual differences, and context. Here, we extend this line of inquiry by testing a contextual variable, namely COVID-19 quarantine status, and an individual differences variable, namely future precautionary behavior towards COVID-19. Contrary to what the TFH would predict, we show that participants map the future to a frontal position, regardless of individual attitudes and quarantine status. However, participants who displayed more future precautionary behavior were also more future-focused than participants who displayed less such behaviour, but this did not predict their front–back mappings of the future. These findings suggest that individual differences may be stronger determinants of temporal focus than contextual variables.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140890410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Proactive Language Learning Theory 主动语言学习理论
IF 4.4 1区 文学
Language Learning Pub Date : 2024-05-04 DOI: 10.1111/lang.12644
Mostafa Papi, Phil Hiver
{"title":"Proactive Language Learning Theory","authors":"Mostafa Papi, Phil Hiver","doi":"10.1111/lang.12644","DOIUrl":"https://doi.org/10.1111/lang.12644","url":null,"abstract":"Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners’ cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions, motivations, and affect). Language learning behavior, however, has remained largely neglected and under‐theorized. To address this gap, this paper proposes the proactive language learning theory, which delineates the agentic and strategic behaviors that learners employ to learn an additional language. These behaviors include input‐seeking behavior, interaction‐seeking behavior, information‐seeking behavior, and feedback‐seeking behavior. This paper presents theoretical arguments supporting the proposal, describes the four behavioral dimensions of the theory, and outlines general hypotheses concerning the contextual and learner‐related antecedents of these behaviors and their effects on L2 outcomes. Finally, the potential implications of this theory for advancing our understanding of L2 learning and instruction are discussed.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140826376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Active Language Modulates Color Perception in Bilinguals 主动语言调节双语者的色彩感知
IF 4.4 1区 文学
Language Learning Pub Date : 2024-05-02 DOI: 10.1111/lang.12645
Akvile Sinkeviciute, Julien Mayor, Mila Dimitrova Vulchanova, Natalia Kartushina
{"title":"Active Language Modulates Color Perception in Bilinguals","authors":"Akvile Sinkeviciute,&nbsp;Julien Mayor,&nbsp;Mila Dimitrova Vulchanova,&nbsp;Natalia Kartushina","doi":"10.1111/lang.12645","DOIUrl":"10.1111/lang.12645","url":null,"abstract":"<p>Color terms divide the color spectrum differently across languages. Previous studies have reported that speakers of languages that have different words for light and dark blue (e.g., Russian <i>siniy</i> and <i>goluboy</i>) discriminate color chips sampled from these two linguistic categories faster than speakers of languages that use one basic color term for blue (e.g., English <i>blue</i>). This effect has been reported to be disrupted when participants engaged in a verbal interference task, suggesting that active language use can modulate the linguistic category effect. The current study provided a stringent test of this hypothesis by examining color discrimination under verbal interference in bilinguals speaking Lithuanian (two blue categories) and Norwegian (one blue category). The results revealed that the language activated during verbal interference had a significant impact on bilinguals’ color discrimination. Specifically, Lithuanian–Norwegian bilinguals exhibited a color category effect only when performing the task under verbal interference in Lithuanian but not in Norwegian. This demonstrated, within the same individuals, the momentary effect of active language processing on color perception.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140826392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Correction to ‘Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries’ 对 "开放研究中的社区、公平和文化变革 "的更正：对开放式同行评论的回应
IF 4.4 1区 文学
Language Learning Pub Date : 2024-05-02 DOI: 10.1111/lang.12651
{"title":"Correction to ‘Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries’","authors":"","doi":"10.1111/lang.12651","DOIUrl":"https://doi.org/10.1111/lang.12651","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140826385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving Second Language Vowel Production With Hand Gestures Encoding Visible Articulation: Evidence From Picture‐Naming and Paragraph‐Reading Tasks 用手势编码可视发音改善第二语言元音发音：图片命名和段落阅读任务的证据
IF 4.4 1区 文学
Language Learning Pub Date : 2024-04-30 DOI: 10.1111/lang.12647
Xiaotong Xi, Peng Li, Pilar Prieto
{"title":"Improving Second Language Vowel Production With Hand Gestures Encoding Visible Articulation: Evidence From Picture‐Naming and Paragraph‐Reading Tasks","authors":"Xiaotong Xi, Peng Li, Pilar Prieto","doi":"10.1111/lang.12647","DOIUrl":"https://doi.org/10.1111/lang.12647","url":null,"abstract":"This study investigates whether audiovisual phonetic training with hand gestures encoding visible or nonvisible articulation features has a differential impact on learning second language sounds. Ninety‐nine Catalan–Spanish bilingual students were trained to differentiate English /æ/ and /ʌ/, which differ in the visible lip aperture and nonvisible tongue position, with training involving no gestures, gestures representing the lip aperture, or gestures representing the tongue position. Before, immediately after, and 1 week after the training, participants’ perception of the targets was assessed through a word‐identification task, and their production was tested through paragraph‐reading, picture‐naming, and word‐imitation tasks. Although all participants improved in perception and production, the lip hand gesture was more effective in adjusting lip aperture than the other two conditions in the paragraph‐reading and picture‐naming tasks. These results suggest that hand gestures encoding visible rather than nonvisible articulation features are more effective for improving second language pronunciation.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140818104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Introduction to the Cognitive Neuroscience of Language Embodiment and Relativity Special Issue of the Language Learning Cognitive Neuroscience Series 语言学习认知神经科学丛书特刊：语言体现与相对论认知神经科学导论
IF 4.4 1区 文学
Language Learning Pub Date : 2024-04-23 DOI: 10.1111/lang.12643
Guillaume Thierry, Rasha Abdel Rahman, Panos Athanasopoulos
{"title":"An Introduction to the Cognitive Neuroscience of Language Embodiment and Relativity Special Issue of the Language Learning Cognitive Neuroscience Series","authors":"Guillaume Thierry,&nbsp;Rasha Abdel Rahman,&nbsp;Panos Athanasopoulos","doi":"10.1111/lang.12643","DOIUrl":"10.1111/lang.12643","url":null,"abstract":"","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12643","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140642973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners 图示和手势共同促进非听力盲人初次接触第二语言手势的学习
IF 4.4 1区 文学
Language Learning Pub Date : 2024-04-10 DOI: 10.1111/lang.12636
Dilay Z. Karadöller, David Peeters, Francie Manhardt, Aslı Özyürek, Gerardo Ortega
{"title":"Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners","authors":"Dilay Z. Karadöller, David Peeters, Francie Manhardt, Aslı Özyürek, Gerardo Ortega","doi":"10.1111/lang.12636","DOIUrl":"https://doi.org/10.1111/lang.12636","url":null,"abstract":"When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic form-meaning mappings in signs or their own gestural experience as gateways into the to-be-acquired sign language. In this study, we investigated how both these phenomena may contribute jointly to the acquisition of sign language vocabulary by hearing nonsigners. Participants were presented with three types of signs in the Sign Language of the Netherlands (NGT): arbitrary signs, iconic signs with high or low gesture overlap. Signs that were both iconic and highly overlapping with gestures boosted learning most at first exposure, and this effect remained the day after. Findings highlight the influence of modality-specific attributes supporting the acquisition of a signed lexicon.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140545426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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