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Pennington CR, Ploszajski M, Mistry P, NgOmbe N, Back C, Parsons S, Shaw DJ. Relationships between the race implicit association test and other measures of implicit and explicit social cognition. Front Psychol 2023; 14:1197298. [PMID: 37575432 PMCID: PMC10415041 DOI: 10.3389/fpsyg.2023.1197298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 07/12/2023] [Indexed: 08/15/2023] Open
Abstract
Background The race-based Implicit Association Test (IAT) was proposed to measure individual differences in implicit racial bias subsumed within social cognition. In recent years, researchers have debated the theoretical tenets underpinning the IAT, questioning whether performance on this task: (1) measures implicit attitudes that operate automatically outside of conscious awareness; (2) reflects individual differences in social cognition; and (3) can predict social behavior. One way to better address these research questions is to assess whether the race-IAT correlates with other implicit processes that are subsumed within social cognition. Aims The current study assessed whether the race-IAT was related to other commonly used individual difference measures of implicit (and explicit) social cognition. Experiment 1 assessed whether dissociable patterns of performance on the race-IAT were related to measures of implicit imitative tendencies, emotion recognition and perspective taking toward White task actors, as well as explicit measures of trait and state affective empathy and racial bias. Overcoming limitations of task conceptual correspondence, Experiment 2 assessed whether these latter tasks were sensitive in detecting racial biases by using both White and Black task actors and again examined their relationships with the race-IAT. Method In two lab-based experiments, 226 and 237 participants completed the race-IAT followed by an extensive battery of social cognition measures. Results Across both experiments, pro-White/anti-Black bias on the race-IAT was positively related to a pro-White bias on explicit measures of positive affective empathy. However, relationships between the race-IAT and implicit imitative tendencies, perspective taking, emotion recognition, and explicit trait and negative state affective empathy were statistically equivalent. Conclusion The race-IAT was consistently related to explicit measures of positive state affective empathy but not to other individual difference measures of implicit social cognition. These findings are discussed with regards to the theoretical underpinnings of the race-IAT as an individual difference measure of implicit social cognition, as well as alternative explanations relating to the reliability of social cognition measures and the various combinations of general-purpose (social and non-social) executive processes that underpin performance on these tasks.
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Affiliation(s)
| | - Matthew Ploszajski
- Department of Health and Social Sciences, University of the West of England, Bristol, United Kingdom
| | - Parmesh Mistry
- School of Psychology, Aston University, Birmingham, United Kingdom
| | - Nicola NgOmbe
- School of Psychology, Aston University, Birmingham, United Kingdom
- Chair of Clinical Psychology and Behavioral Neuroscience, Technische Universität Dresden, Dresden, Germany
| | - Charlotte Back
- Department of Health and Social Sciences, University of the West of England, Bristol, United Kingdom
| | - Sam Parsons
- Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, Netherlands
| | - Daniel J. Shaw
- School of Psychology, Aston University, Birmingham, United Kingdom
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2
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Jacobs EAK, Ryu S. Larval zebrafish as a model for studying individual variability in translational neuroscience research. Front Behav Neurosci 2023; 17:1143391. [PMID: 37424749 PMCID: PMC10328419 DOI: 10.3389/fnbeh.2023.1143391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Accepted: 05/22/2023] [Indexed: 07/11/2023] Open
Abstract
The larval zebrafish is a popular model for translational research into neurological and psychiatric disorders due to its conserved vertebrate brain structures, ease of genetic and experimental manipulation and small size and scalability to large numbers. The possibility of obtaining in vivo whole-brain cellular resolution neural data is contributing important advances into our understanding of neural circuit function and their relation to behavior. Here we argue that the larval zebrafish is ideally poised to push our understanding of how neural circuit function relates to behavior to the next level by including considerations of individual differences. Understanding variability across individuals is particularly relevant for tackling the variable presentations that neuropsychiatric conditions frequently show, and it is equally elemental if we are to achieve personalized medicine in the future. We provide a blueprint for investigating variability by covering examples from humans and other model organisms as well as existing examples from larval zebrafish. We highlight recent studies where variability may be hiding in plain sight and suggest how future studies can take advantage of existing paradigms for further exploring individual variability. We conclude with an outlook on how the field can harness the unique strengths of the zebrafish model to advance this important impending translational question.
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Affiliation(s)
- Elina A. K. Jacobs
- Institute of Human Genetics, University Medical Center of Johannes Gutenberg University Mainz, Mainz, Germany
| | - Soojin Ryu
- Institute of Human Genetics, University Medical Center of Johannes Gutenberg University Mainz, Mainz, Germany
- Living Systems Institute, Faculty of Health and Life Sciences, University of Exeter, Exeter, United Kingdom
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3
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Lumaca M, Bonetti L, Brattico E, Baggio G, Ravignani A, Vuust P. High-fidelity transmission of auditory symbolic material is associated with reduced right-left neuroanatomical asymmetry between primary auditory regions. Cereb Cortex 2023:7005170. [PMID: 36702496 DOI: 10.1093/cercor/bhad009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 01/05/2023] [Accepted: 01/06/2023] [Indexed: 01/28/2023] Open
Abstract
The intergenerational stability of auditory symbolic systems, such as music, is thought to rely on brain processes that allow the faithful transmission of complex sounds. Little is known about the functional and structural aspects of the human brain which support this ability, with a few studies pointing to the bilateral organization of auditory networks as a putative neural substrate. Here, we further tested this hypothesis by examining the role of left-right neuroanatomical asymmetries between auditory cortices. We collected neuroanatomical images from a large sample of participants (nonmusicians) and analyzed them with Freesurfer's surface-based morphometry method. Weeks after scanning, the same individuals participated in a laboratory experiment that simulated music transmission: the signaling games. We found that high accuracy in the intergenerational transmission of an artificial tone system was associated with reduced rightward asymmetry of cortical thickness in Heschl's sulcus. Our study suggests that the high-fidelity copying of melodic material may rely on the extent to which computational neuronal resources are distributed across hemispheres. Our data further support the role of interhemispheric brain organization in the cultural transmission and evolution of auditory symbolic systems.
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Affiliation(s)
- Massimo Lumaca
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University & The Royal Academy of Music, Aarhus/Aalborg, Aarhus C 8000, Denmark
| | - Leonardo Bonetti
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University & The Royal Academy of Music, Aarhus/Aalborg, Aarhus C 8000, Denmark.,Centre for Eudaimonia and Human Flourishing, Linacre College, University of Oxford, Oxford OX3 9BX, United Kingdom.,Department of Psychiatry, University of Oxford, Oxford OX3 7JX, United Kingdom.,Department of Psychology, University of Bologna, Bologna 40127, Italy
| | - Elvira Brattico
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University & The Royal Academy of Music, Aarhus/Aalborg, Aarhus C 8000, Denmark.,Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari 70122, Italy
| | - Giosuè Baggio
- Language Acquisition and Language Processing Lab, Department of Language and Literature, Norwegian University of Science and Technology, Trondheim 7941, Norway
| | - Andrea Ravignani
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University & The Royal Academy of Music, Aarhus/Aalborg, Aarhus C 8000, Denmark.,Comparative Bioacoustics Group, Max Planck Institute for Psycholinguistics, Nijmegen 6525 XD, Netherlands
| | - Peter Vuust
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University & The Royal Academy of Music, Aarhus/Aalborg, Aarhus C 8000, Denmark
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4
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Eckert MA, Vaden KI, Iuricich F. Cortical asymmetries at different spatial hierarchies relate to phonological processing ability. PLoS Biol 2022; 20:e3001591. [PMID: 35381012 PMCID: PMC8982829 DOI: 10.1371/journal.pbio.3001591] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 03/03/2022] [Indexed: 11/22/2022] Open
Abstract
The ability to map speech sounds to corresponding letters is critical for establishing proficient reading. People vary in this phonological processing ability, which has been hypothesized to result from variation in hemispheric asymmetries within brain regions that support language. A cerebral lateralization hypothesis predicts that more asymmetric brain structures facilitate the development of foundational reading skills like phonological processing. That is, structural asymmetries are predicted to linearly increase with ability. In contrast, a canalization hypothesis predicts that asymmetries constrain behavioral performance within a normal range. That is, structural asymmetries are predicted to quadratically relate to phonological processing, with average phonological processing occurring in people with the most asymmetric structures. These predictions were examined in relatively large samples of children (N = 424) and adults (N = 300), using a topological asymmetry analysis of T1-weighted brain images and a decoding measure of phonological processing. There was limited evidence of structural asymmetry and phonological decoding associations in classic language-related brain regions. However, and in modest support of the cerebral lateralization hypothesis, small to medium effect sizes were observed where phonological decoding accuracy increased with the magnitude of the largest structural asymmetry across left hemisphere cortical regions, but not right hemisphere cortical regions, for both the adult and pediatric samples. In support of the canalization hypothesis, small to medium effect sizes were observed where phonological decoding in the normal range was associated with increased asymmetries in specific cortical regions for both the adult and pediatric samples, which included performance monitoring and motor planning brain regions that contribute to oral and written language functions. Thus, the relevance of each hypothesis to phonological decoding may depend on the scale of brain organization.
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Affiliation(s)
- Mark A. Eckert
- Hearing Research Program, Department of Otolaryngology—Head and Neck Surgery, Medical University of South Carolina, Charleston, South Carolina, United States of America
| | - Kenneth I. Vaden
- Hearing Research Program, Department of Otolaryngology—Head and Neck Surgery, Medical University of South Carolina, Charleston, South Carolina, United States of America
| | - Federico Iuricich
- Visual Computing Division, School of Computing, Clemson University, Clemson, South Carolina, United States of America
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Cheng LSP, Burgess D, Vernooij N, Solís-Barroso C, McDermott A, Namboodiripad S. The Problematic Concept of Native Speaker in Psycholinguistics: Replacing Vague and Harmful Terminology With Inclusive and Accurate Measures. Front Psychol 2021; 12:715843. [PMID: 34659029 PMCID: PMC8517917 DOI: 10.3389/fpsyg.2021.715843] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2021] [Accepted: 08/18/2021] [Indexed: 11/13/2022] Open
Abstract
Though the term NATIVE SPEAKER/SIGNER is frequently used in language research, it is inconsistently conceptualized. Factors, such as age, order, and context of acquisition, in addition to social/cultural identity, are often differentially conflated. While the ambiguity and harmful consequences of the term NATIVE SPEAKER have been problematized across disciplines, much of this literature attempts to repurpose the term in order to include and/or exclude certain populations. This paper problematizes NATIVE SPEAKER within psycholinguistics, arguing that the term is both unhelpful to rigorous theory construction and harmful to marginalized populations by reproducing normative assumptions about behavior, experience, and identity. We propose that language researchers avoid NATIVE SPEAKER altogether, and we suggest alternate ways of characterizing language experience/use. The vagueness of NATIVE SPEAKER can create problems in research design (e.g., through systematically excluding certain populations), recruitment (as participants' definitions might diverge from researchers'), and analysis (by distilling continuous factors into under-specified binary categories). This can result in barriers to cross-study comparison, which is particularly concerning for theory construction and replicability. From a research ethics perspective, it matters how participants are characterized and included: Excluding participants based on binary/essentialist conceptualizations of nativeness upholds deficit perspectives toward multilingualism and non-hegemonic modes of language acquisition. Finally, by implicitly assuming the existence of a critical period, NATIVE SPEAKER brings with it theoretical baggage which not all researchers may want to carry. Given the issues above and how 'nativeness' is racialized (particularly in European and North American contexts), we ask that researchers consider carefully whether exclusion of marginalized/minoritized populations is necessary or justified-particularly when NATIVE SPEAKER is used only as a way to achieve linguistic homogeneity. Instead, we urge psycholinguists to explicitly state the specific axes traditionally implied by NATIVENESS that they wish to target. We outline several of these (e.g., order of acquisition, allegiance, and comfort with providing intuitions) and give examples of how to recruit and describe participants while eschewing NATIVE SPEAKER. Shifting away from harmful conventions, such as NATIVE SPEAKER, will not only improve research design and analysis, but also is one way we can co-create a more just and inclusive field.
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Affiliation(s)
- Lauretta S P Cheng
- Department of Linguistics, University of Michigan, Ann Arbor, MI, United States
| | - Danielle Burgess
- Department of Linguistics, University of Michigan, Ann Arbor, MI, United States
| | - Natasha Vernooij
- Department of Psychology, University of Michigan, Ann Arbor, MI, United States
| | | | - Ashley McDermott
- Department of Anthropology, University of Michigan, Ann Arbor, MI, United States
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Sharma M, Purdy SC, Humburg P. Cluster Analyses Reveals Subgroups of Children With Suspected Auditory Processing Disorders. Front Psychol 2019; 10:2481. [PMID: 31803088 PMCID: PMC6872645 DOI: 10.3389/fpsyg.2019.02481] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Accepted: 10/21/2019] [Indexed: 11/29/2022] Open
Abstract
Background Some children appear to not hear well in class despite normal hearing sensitivity. These children may be referred for auditory processing disorder (APD) assessment but can also have attention, language, and/or reading disorders. Despite presenting with similar concerns regarding hearing difficulties in difficult listening conditions, the overall profile of deficits can vary in children with suspected or confirmed APD. The current study used cluster analysis to determine whether subprofiles of difficulties could be identified within a cohort of children presenting for auditory processing assessment. Methods Ninety school-aged children (7–13 years old) with suspected APDs were included in a cluster analysis. All children had their reading, language, cognition and auditory processing assessed. Parents also completed the Children’s Auditory Performance Scale (CHAPS). Cluster analysis was based on tasks where age-norms were available, including word reading (Castles and Coltheart irregular and non-words test), phonological awareness (Queensland University Inventory of Literacy), language [Comprehensive Language of Assessment-4, Comprehensive Assessment of Spoken Language (CASL)], sustained attention (Continuous Performance Test), working memory (digits forward and backward), and auditory processing [Frequency Pattern Test (FPT), Dichotic Digits Test (DDT)]. Hierarchical cluster analysis was undertaken to determine the optimal number of clusters for the data, followed by a k-means cluster analysis. Results Hierarchical cluster analysis suggested a four-group solution. The four subgroups can be summarized as follows: children with (1) global deficits, n = 35; (2) poor auditory processing with good word reading and phonological awareness skills, n = 22; (3) poor auditory processing with poor attention and memory but good language skills, n = 15; and (4) poor auditory processing and attention with good memory skills, n = 18. Conclusion The cluster analysis identified distinct subgroups of children. These subgroups display the variation in areas of difficulty observed across different studies in the literature (e.g., not every child with APD has an attention deficit), highlighting the heterogeneous nature of APD and the need to assess a range of skills in children with suspected APD. It would be valuable for future studies to independently verify these subgroups and to determine whether interventions can be optimized based on these subgroups.
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Affiliation(s)
- Mridula Sharma
- Department of Linguistics, Australian Hearing Hub, Macquarie University, Macquarie Park, NSW, Australia.,The HEARing CRC, Audiology, Hearing and Speech Sciences, The University of Melbourne, Parkville, VIC, Australia
| | - Suzanne C Purdy
- Speech Science, School of Psychology, The University of Auckland, Auckland, New Zealand.,Eisdell Moore Centre for Hearing and Balance Research, The University of Auckland, Auckland, New Zealand
| | - Peter Humburg
- Faculty of Human Sciences, Macquarie University, Macquarie Park, NSW, Australia
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Thompson DK, Lee KJ, van Bijnen L, Leemans A, Pascoe L, Scratch SE, Cheong J, Egan GF, Inder TE, Doyle LW, Anderson PJ. Accelerated corpus callosum development in prematurity predicts improved outcome. Hum Brain Mapp 2015; 36:3733-48. [PMID: 26108187 DOI: 10.1002/hbm.22874] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2015] [Accepted: 06/01/2015] [Indexed: 01/02/2023] Open
Abstract
OBJECTIVES To determine: (1) whether corpus callosum (CC) size and microstructure at 7 years of age or their change from infancy to 7 years differed between very preterm (VP) and full-term (FT) children; (2) perinatal predictors of CC size and microstructure at 7 years; and (3) associations between CC measures at 7 years or trajectories from infancy to 7 years and neurodevelopmental outcomes. EXPERIMENTAL DESIGN One hundred and thirty-six VP (gestational age [GA] <30 weeks and/or birth weight <1,250 g) and 33 FT children had usable magnetic resonance images at 7 years of age, and of these, 76 VP and 16 FT infants had usable data at term equivalent age. The CC was traced and divided into six sub-regions. Fractional anisotropy, mean, axial, radial diffusivity and volume were measured from tractography. Perinatal data were collected, and neurodevelopmental tests administered at 7 years' corrected age. PRINCIPAL OBSERVATIONS VP children had smaller posterior CC regions, higher diffusivity and lower fractional anisotropy compared with FT 7-year-olds. Reduction in diffusivity over time occurred faster in VP than FT children (P ≤ 0.002). Perinatal brain abnormality and earlier GA were associated with CC abnormalities. Microstructural abnormalities at 7 years or slower development of the CC were associated with motor dysfunction, poorer mathematics and visual perception. CONCLUSIONS This study is the first to demonstrate an accelerated trajectory of CC white matter diffusion following VP birth, associated with improved neurodevelopmental functioning. Findings suggest there is a window of opportunity for neurorestorative intervention to improve outcomes. Hum Brain Mapp 36:3733-3748, 2015. © 2015 Wiley Periodicals, Inc.
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Affiliation(s)
- Deanne K Thompson
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia.,Florey Institute of Neuroscience and Mental Health, Melbourne, Victoria, Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
| | - Katherine J Lee
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
| | - Loeka van Bijnen
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia
| | - Alexander Leemans
- Imaging Science Institute, University Medical Center, Utrecht, Netherlands
| | - Leona Pascoe
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia
| | - Shannon E Scratch
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia
| | - Jeanie Cheong
- Royal Women's Hospital, Melbourne, Victoria, Australia.,Department of Obstetrics and Gynaecology, University of Melbourne, Melbourne, Victoria, Australia
| | - Gary F Egan
- Florey Institute of Neuroscience and Mental Health, Melbourne, Victoria, Australia.,Biomedical Imaging, Monash University, Melbourne, Victoria, Australia
| | - Terrie E Inder
- Brigham and Women's Hospital, Boston, Massachusetts.,Department of Pediatrics, Washington University in St Louis Medical School, St Louis, Missouri
| | - Lex W Doyle
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia.,Royal Women's Hospital, Melbourne, Victoria, Australia.,Department of Obstetrics and Gynaecology, University of Melbourne, Melbourne, Victoria, Australia
| | - Peter J Anderson
- Murdoch Childrens Research Institute, Melbourne, Victoria, Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia.,Department of Pediatrics, Washington University in St Louis Medical School, St Louis, Missouri
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Mellet E, Zago L, Jobard G, Crivello F, Petit L, Joliot M, Mazoyer B, Tzourio-Mazoyer N. Weak language lateralization affects both verbal and spatial skills: An fMRI study in 297 subjects. Neuropsychologia 2014; 65:56-62. [DOI: 10.1016/j.neuropsychologia.2014.10.010] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2014] [Revised: 10/08/2014] [Accepted: 10/10/2014] [Indexed: 12/29/2022]
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Koyama MS, Stein JF, Stoodley CJ, Hansen PC. A cross-linguistic evaluation of script-specific effects on fMRI lateralization in late second language readers. Front Hum Neurosci 2014; 8:249. [PMID: 24795604 PMCID: PMC4006067 DOI: 10.3389/fnhum.2014.00249] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2013] [Accepted: 04/04/2014] [Indexed: 11/20/2022] Open
Abstract
Behavioral and neuroimaging studies have provided evidence that reading is strongly left lateralized, and the degree of this pattern of functional lateralization can be indicative of reading competence. However, it remains unclear whether functional lateralization differs between the first (L1) and second (L2) languages in bilingual L2 readers. This question is particularly important when the particular script, or orthography, learned by the L2 readers is markedly different from their L1 script. In this study, we quantified functional lateralization in brain regions involved in visual word recognition for participants' L1 and L2 scripts, with a particular focus on the effects of L1–L2 script differences in the visual complexity and orthographic depth of the script. Two different groups of late L2 learners participated in an fMRI experiment using a visual one-back matching task: L1 readers of Japanese who learnt to read alphabetic English and L1 readers of English who learnt to read both Japanese syllabic Kana and logographic Kanji. The results showed weaker leftward lateralization in the posterior lateral occipital complex (pLOC) for logographic Kanji compared with syllabic and alphabetic scripts in both L1 and L2 readers of Kanji. When both L1 and L2 scripts were non-logographic, where symbols are mapped onto sounds, functional lateralization did not significantly differ between L1 and L2 scripts in any region, in any group. Our findings indicate that weaker leftward lateralization for logographic reading reflects greater requirement of the right hemisphere for processing visually complex logographic Kanji symbols, irrespective of whether Kanji is the readers' L1 or L2, rather than characterizing additional cognitive efforts of L2 readers. Finally, brain-behavior analysis revealed that functional lateralization for L2 visual word processing predicted L2 reading competency.
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Affiliation(s)
- Maki S Koyama
- Department of physiology, anatomy, and genetics, University of Oxford Oxford, UK ; Nathan Kline Institute for Psychiatric Research Orangeburg, NY, USA
| | - John F Stein
- Department of physiology, anatomy, and genetics, University of Oxford Oxford, UK
| | | | - Peter C Hansen
- School of Psychology, University of Birmingham Birmingham, UK
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