Effect of language experience on selective auditory attention: An event-related potential study

Bilingualism and domain-general cognitive functions from a neural perspective: A systematic review

A large body of research has indicated that bilingualism - through continual practice in language control - may impact cognitive functions, as well as relevant aspects of brain function and structure. The present review aimed to bring together findings on the relationship between bilingualism and domain-general cognitive functions from a neural perspective. The final sample included 210 studies, covering findings regarding neural responses to bilingual language control and/or domain-general cognitive tasks, as well as findings regarding effects of bilingualism on non-task-related brain function and brain structure. The evidence indicates that a) bilingual language control likely entails neural mechanisms responsible for domain-general cognitive functions; b) bilingual experiences impact neural responses to domain-general cognitive functions; and c) bilingual experiences impact non-task-related brain function (both resting-state and metabolic function) as well as aspects of brain structure (both macrostructure and microstructure), each of which may in turn impact mental processes, including domain-general cognitive functions. Such functional and structural neuroplasticity associated with bilingualism may contribute to both cognitive and neural reserves, producing benefits across the lifespan.

Verbal Working Memory but Not Attention Is Related to Language Proficiency: Evidence from Multilingual Speakers

Numerous studies have shown a consistent relationship between verbal working memory (WM) and native-language as well as non-native language learning abilities. However, the role of attentional abilities has been rarely explored, although these abilities have been shown to be associated both with verbal working memory and oral language proficiency. This study investigated the association between WM, attention and language proficiency in young adults raised with three different languages (Luxembourgish, German and French). Auditory-verbal WM abilities were assessed via an immediate serial recall task. Attentional abilities were assessed via auditory-verbal and visuo-spatial attentional tasks. Using a Bayesian correlational approach, we observed robust evidence for an association between auditory-verbal WM abilities and non-native language proficiency. At the same time, we observed no reliable evidence in favor of an association between language proficiency and auditory-verbal/visuo-spatial attentional measures. These results suggest that auditory-verbal WM and non-native language proficiency are strongly linked in young multilingual adults, irrespective of auditory-verbal or visuo-spatial attentional abilities.

Adquisición y Recuerdo de Palabras Emocionales en Población Monolingüe y Bilingüe

La memoria emocional alude al efecto que poseen las emociones sobre la formación de recuerdos. En personas que utilizan un segundo idioma, este efecto presenta resultados controversiales. El objetivo de este trabajo fue indagar el posible efecto de la emoción en los procesos de memoria en personas adultas bilingües (BL) y monolingües (ML). Participaron 49 sujetos quienes codificaron una lista de palabras en español (ML y BL) o en inglés (BL) indicando valencia y arousal para cada una. Inmediatamente y siete días después, se evaluó su recuerdo libre y reconocimiento. Los resultados indicaron que para aquellos sujetos que codificaron los estímulos en español (ML y BL) las palabras fueron calificadas con una mayor carga emocional que para aquellos participantes que las codificaron en inglés (BL). Además, el grupo ML presentó mayor cantidad de intrusiones que ambos grupos BL. Se concluye que existen factores particulares en el procesamiento de la información emocional que modulan el recuerdo emocional en BL y ML.

A Signature of Passivity? An Explorative Study of the N3 Event- Related Potential Component in Passive Oddball Tasks

BACKGROUND

Many passive oddball experiments show a sharp negative deflection N3 after P3b, peaking between 400 and 500 ms, but this wave has never been analyzed properly. We conducted five passive oddball experiments, in which the number of deviants (i.e., one or two), their alleged meaning, and their distinctiveness varied.

RESULTS

Mastoid- or common-referenced waveforms showed a fronto-central N3 in all experiments. The data were CSD (Current Source Density) transformed and underwent a Principal Component Analysis (PCA). The PCA revealed N3 containing two subcomponents with very stable peak latencies of about 415 and 455 ms, respectively. Both topography of the subcomponents and their variation with experimental conditions were very similar, indicating a midfrontal sink and a posterior temporal source. An analysis of P3a and P3b components replicated previously known effects.

CONCLUSION

We discuss the similarities and differences between the passive N3 and other components including the MMN, N1, late positive Slow Wave, and reorienting negativity. We also make general hypotheses about a possible functional meaning of N3; on this basis, specific hypotheses are formulated and further experiments are suggested to test these hypotheses.

Consequences of multilingualism for neural architecture

Language has the power to shape cognition, behavior, and even the form and function of the brain. Technological and scientific developments have recently yielded an increasingly diverse set of tools with which to study the way language changes neural structures and processes. Here, we review research investigating the consequences of multilingualism as revealed by brain imaging. A key feature of multilingual cognition is that two or more languages can become activated at the same time, requiring mechanisms to control interference. Consequently, extensive experience managing multiple languages can influence cognitive processes as well as their neural correlates. We begin with a brief discussion of how bilinguals activate language, and of the brain regions implicated in resolving language conflict. We then review evidence for the pervasive impact of bilingual experience on the function and structure of neural networks that support linguistic and non-linguistic cognitive control, speech processing and production, and language learning. We conclude that even seemingly distinct effects of language on cognitive operations likely arise from interdependent functions, and that future work directly exploring the interactions between multiple levels of processing could offer a more comprehensive view of how language molds the mind.

Cognitive-Linguistic and Constructivist Mnemonic Triggers in Teaching Based on Jerome Bruner's Thinking

Effective teachers use mnemonic tools or mnemonic triggers to improve the students' retention of the study material. This article discusses mnemonic triggers from a theoretical viewpoint based on Jerome S. Bruner's writings. Fifty small linguistic-cognitive, constructive-, rhetorical-, and phonological-mnemonic triggers are detected. These triggers may become supporting elements for our memory system when we are "constructing the realities" in a Brunerian sense when we are ordering, differentiating, comparing, and handling information, stories and experiences in our mind. Many of these are small, hidden linguistic elements in speech. This article discusses their usage in the educational talk and textbooks.