{"title":"24月龄法语学习者母语和非母语词汇的脑特征:词汇技能的影响","authors":"Oytun Aygün , Pia Rämä","doi":"10.1016/j.jneuroling.2021.101055","DOIUrl":null,"url":null,"abstract":"<div><p><span>The event-related potential (ERP) technique provides a temporally accurate measure to distinguish among different linguistic processes. Here, we measured ERPs in response to known words, </span>pseudowords and nonwords in 24-month-old French-learning children to investigate how individual vocabulary skills contribute to the processing of native-like and non-native-like words during a listening task. The N200 was more pronounced for pseudowords than for nonwords while no difference was found between known words and pseudowords. The amplitude difference between known words and pseudowords was, however, correlated with the productive vocabulary. Toddlers with a higher vocabulary score exhibited a bigger difference than toddlers with a lower vocabulary score. Similarly for the frontally distributed late negativity, only those toddlers with higher vocabulary knowledge exhibited a gradient pattern of activity in response to three word types while children with lower vocabulary skills exhibited a similar responsiveness to each word type. Our results suggest that vocabulary skills contribute to the magnitudes of brain signals in response to native and non-native words in a non-referential listening task.</p></div>","PeriodicalId":50118,"journal":{"name":"Journal of Neurolinguistics","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Brain signatures of native and non-native words in French-learning 24-month-olds: The effect of vocabulary skills\",\"authors\":\"Oytun Aygün , Pia Rämä\",\"doi\":\"10.1016/j.jneuroling.2021.101055\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p><span>The event-related potential (ERP) technique provides a temporally accurate measure to distinguish among different linguistic processes. Here, we measured ERPs in response to known words, </span>pseudowords and nonwords in 24-month-old French-learning children to investigate how individual vocabulary skills contribute to the processing of native-like and non-native-like words during a listening task. The N200 was more pronounced for pseudowords than for nonwords while no difference was found between known words and pseudowords. The amplitude difference between known words and pseudowords was, however, correlated with the productive vocabulary. Toddlers with a higher vocabulary score exhibited a bigger difference than toddlers with a lower vocabulary score. Similarly for the frontally distributed late negativity, only those toddlers with higher vocabulary knowledge exhibited a gradient pattern of activity in response to three word types while children with lower vocabulary skills exhibited a similar responsiveness to each word type. Our results suggest that vocabulary skills contribute to the magnitudes of brain signals in response to native and non-native words in a non-referential listening task.</p></div>\",\"PeriodicalId\":50118,\"journal\":{\"name\":\"Journal of Neurolinguistics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2022-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Neurolinguistics\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0911604421000713\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Neurolinguistics","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0911604421000713","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
Brain signatures of native and non-native words in French-learning 24-month-olds: The effect of vocabulary skills
The event-related potential (ERP) technique provides a temporally accurate measure to distinguish among different linguistic processes. Here, we measured ERPs in response to known words, pseudowords and nonwords in 24-month-old French-learning children to investigate how individual vocabulary skills contribute to the processing of native-like and non-native-like words during a listening task. The N200 was more pronounced for pseudowords than for nonwords while no difference was found between known words and pseudowords. The amplitude difference between known words and pseudowords was, however, correlated with the productive vocabulary. Toddlers with a higher vocabulary score exhibited a bigger difference than toddlers with a lower vocabulary score. Similarly for the frontally distributed late negativity, only those toddlers with higher vocabulary knowledge exhibited a gradient pattern of activity in response to three word types while children with lower vocabulary skills exhibited a similar responsiveness to each word type. Our results suggest that vocabulary skills contribute to the magnitudes of brain signals in response to native and non-native words in a non-referential listening task.
期刊介绍:
The Journal of Neurolinguistics is an international forum for the integration of the neurosciences and language sciences. JNL provides for rapid publication of novel, peer-reviewed research into the interaction between language, communication and brain processes. The focus is on rigorous studies of an empirical or theoretical nature and which make an original contribution to our knowledge about the involvement of the nervous system in communication and its breakdowns. Contributions from neurology, communication disorders, linguistics, neuropsychology and cognitive science in general are welcome. Published articles will typically address issues relating some aspect of language or speech function to its neurological substrates with clear theoretical import. Interdisciplinary work on any aspect of the biological foundations of language and its disorders resulting from brain damage is encouraged. Studies of normal subjects, with clear reference to brain functions, are appropriate. Group-studies on well defined samples and case studies with well documented lesion or nervous system dysfunction are acceptable. The journal is open to empirical reports and review articles. Special issues on aspects of the relation between language and the structure and function of the nervous system are also welcome.