1
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Wagley N, Hu X, Satterfield T, Bedore LM, Booth JR, Kovelman I. Neural specificity for semantic and syntactic processing in Spanish-English bilingual children. BRAIN AND LANGUAGE 2024; 250:105380. [PMID: 38301503 PMCID: PMC10947424 DOI: 10.1016/j.bandl.2024.105380] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Revised: 11/30/2023] [Accepted: 01/12/2024] [Indexed: 02/03/2024]
Abstract
Brain development for language processing is associated with neural specialization of left perisylvian pathways, but this has not been investigated in young bilinguals. We examined specificity for syntax and semantics in early exposed Spanish-English speaking children (N = 65, ages 7-11) using an auditory sentence judgement task in English, their dominant language of use. During functional near infrared spectroscopy (fNIRS), the morphosyntax task elicited activation in left inferior frontal gyrus (IFG) and the semantic task elicited activation in left posterior middle temporal gyrus (MTG). Task comparisons revealed specialization in left superior temporal (STG) for morphosyntax and left MTG and angular gyrus for semantics. Although skills in neither language were uniquely related to specialization, skills in both languages were related to engagement of the left MTG for semantics and left IFG for syntax. These results are consistent with models suggesting a positive cross-linguistic interaction in those with higher language proficiency.
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Affiliation(s)
- Neelima Wagley
- Arizona State University, Speech and Hearing Science, 976 S Forest Mall, Tempe, AZ 85281, USA.
| | - Xiaosu Hu
- University of Michigan, Department of Psychology, 530 Church St, Ann Arbor, MI 48109, USA
| | - Teresa Satterfield
- University of Michigan, Romance Languages and Literatures, 812 East Washington St, Ann Arbor, MI 48109, USA
| | - Lisa M Bedore
- Temple University, College of Public Health, 1101 W. Montgomery Ave, Philadelphia, PA 19122, USA
| | - James R Booth
- Vanderbilt University, Department of Psychology and Human Development, 230 Appleton Pl., Nashville, TN 37203, USA
| | - Ioulia Kovelman
- University of Michigan, Department of Psychology, 530 Church St, Ann Arbor, MI 48109, USA
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2
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Gao F, Hua L, Armada-da-Silva P, Zhang J, Li D, Chen Z, Wang C, Du M, Yuan Z. Shared and distinct neural correlates of first and second language morphological processing in bilingual brain. NPJ SCIENCE OF LEARNING 2023; 8:33. [PMID: 37666860 PMCID: PMC10477180 DOI: 10.1038/s41539-023-00184-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Accepted: 08/21/2023] [Indexed: 09/06/2023]
Abstract
While morphology constitutes a crucial component of the human language system, the neural bases of morphological processing in the human brain remains to be elucidated. The current study aims at exploring the extent to which the second language (L2) morphological processing would resemble or differ from that of their first language (L1) in adult Chinese-English bilinguals. Bilingual participants were asked to complete a morphological priming lexical decision task drawing on derivational morphology, which is present for both Chinese and English, when their electrophysiological and optical responses were recorded concurrently. Functional near-infrared spectroscopy (fNIRS) revealed a neural dissociation between morphological and semantic priming effects in the left fronto-temporal network, while L1 Chinese engaged enhanced activation in the left prefrontal cortex for morphological parsing relative to L2 English. In the early stage of lexical processing, cross-language morphological processing manifested a difference in degree, not in kind, as revealed by the early left anterior negativity (ELAN) effect. In addition, L1 and L2 shared both early and late structural parsing processes (P250 and 300 ~ 500 ms negativity, respectively). Therefore, the current results support a unified competition model for bilingual development, where bilinguals would primarily employ L1 neural resources for L2 morphological representation and processing.
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Affiliation(s)
- Fei Gao
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China
- Institute of Modern Languages and Linguistics, Fudan University, Shanghai, China
| | - Lin Hua
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China
- Faculty of Health Sciences, University of Macau, Macau SAR, China
| | - Paulo Armada-da-Silva
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China
- Faculty of Health Sciences, University of Macau, Macau SAR, China
| | - Juan Zhang
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China
- Faculty of Education, University of Macau, Macau SAR, China
| | - Defeng Li
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China
- Faculty of Arts and Humanities, University of Macau, Macau SAR, China
| | - Zhiyi Chen
- The Affiliated Changsha Central Hospital, Hengyang Medical School, University of South China, Changsha, China
- Institute of Medical Imaging, Hengyang Medical School, University of South China, Hengyang, China
- The Seven Affiliated Hospital, Hengyang Medical School, University of South China, Changsha, China
| | - Chengwen Wang
- School of International Cultural Exchange, University of Finance and Economics, Central, Beijing, China
| | - Meng Du
- The Affiliated Changsha Central Hospital, Hengyang Medical School, University of South China, Changsha, China
- Institute of Medical Imaging, Hengyang Medical School, University of South China, Hengyang, China
| | - Zhen Yuan
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China.
- Faculty of Health Sciences, University of Macau, Macau SAR, China.
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3
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Zhang K, Sun X, Yu CL, Eggleston RL, Marks RA, Nickerson N, Caruso VC, Hu XS, Tardif T, Chou TL, Booth JR, Kovelman I. Phonological and morphological literacy skills in English and Chinese: A cross-linguistic neuroimaging comparison of Chinese-English bilingual and monolingual English children. Hum Brain Mapp 2023. [PMID: 37483170 PMCID: PMC10400794 DOI: 10.1002/hbm.26419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Revised: 06/20/2023] [Accepted: 07/05/2023] [Indexed: 07/25/2023] Open
Abstract
Over the course of literacy development, children learn to recognize word sounds and meanings in print. Yet, they do so differently across alphabetic and character-based orthographies such as English and Chinese. To uncover cross-linguistic influences on children's literacy, we asked young Chinese-English simultaneous bilinguals and English monolinguals (N = 119, ages 5-10) to complete phonological and morphological awareness (MA) literacy tasks. Children completed the tasks in the auditory modality in each of their languages during functional near-infrared spectroscopy neuroimaging. Cross-linguistically, comparisons between bilinguals' two languages revealed that the task that was more central to reading in a given orthography, such as phonological awareness (PA) in English and MA in Chinese, elicited less activation in the left inferior frontal and parietal regions. Group comparisons between bilinguals and monolinguals in English, their shared language of academic instruction, revealed that the left inferior frontal was less active during phonology but more active during morphology in bilinguals relative to monolinguals. MA skills are generally considered to have greater language specificity than PA skills. Bilingual literacy training in a skill that is maximally similar across languages, such as PA, may therefore yield greater automaticity for this skill, as reflected in the lower activation in bilinguals relative to monolinguals. This interpretation is supported by negative correlations between proficiency and brain activation. Together, these findings suggest that both the structural characteristics and literacy experiences with a given language can exert specific influences on bilingual and monolingual children's emerging brain networks for learning to read.
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Affiliation(s)
- Kehui Zhang
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Xin Sun
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Chi-Lin Yu
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Rachel L Eggleston
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Rebecca A Marks
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Nia Nickerson
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Valeria C Caruso
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Xiao-Su Hu
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Twila Tardif
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Tai-Li Chou
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
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4
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Sun X, Marks RA, Eggleston RL, Zhang K, Yu CL, Nickerson N, Caruso V, Chou TL, Hu XS, Tardif T, Booth JR, Beltz AM, Kovelman I. Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2023; 4:198-220. [PMID: 37229508 PMCID: PMC10205148 DOI: 10.1162/nol_a_00092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 11/10/2022] [Indexed: 05/27/2023]
Abstract
Diversity and variation in language experiences, such as bilingualism, contribute to heterogeneity in children's neural organization for language and brain development. To uncover sources of such heterogeneity in children's neural language networks, the present study examined the effects of bilingual proficiency on children's neural organization for language function. To do so, we took an innovative person-specific analytical approach to investigate young Chinese-English and Spanish-English bilingual learners of structurally distinct languages. Bilingual and English monolingual children (N = 152, M(SD)age = 7.71(1.32)) completed an English word recognition task during functional near-infrared spectroscopy neuroimaging, along with language and literacy tasks in each of their languages. Two key findings emerged. First, bilinguals' heritage language proficiency (Chinese or Spanish) made a unique contribution to children's language network density. Second, the findings reveal common and unique patterns in children's patterns of task-related functional connectivity. Common across all participants were short-distance neural connections within left hemisphere regions associated with semantic processes (within middle temporal and frontal regions). Unique to more proficient language users were additional long-distance connections between frontal, temporal, and bilateral regions within the broader language network. The study informs neurodevelopmental theories of language by revealing the effects of heterogeneity in language proficiency and experiences on the structure and quality of emerging language neural networks in linguistically diverse learners.
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Affiliation(s)
- Xin Sun
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Rebecca A. Marks
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | | | - Kehui Zhang
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Chi-Lin Yu
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Nia Nickerson
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Valeria Caruso
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Tai-Li Chou
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Xiao-Su Hu
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Twila Tardif
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - James R. Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Adriene M. Beltz
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
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5
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Marks RA, Labotka D, Sun X, Nickerson N, Zhang K, Eggleston RL, Yu CL, Uchikoshi Y, Hoeft F, Kovelman I. Morphological awareness and its role in early word reading in English monolinguals, Spanish-English, and Chinese-English simultaneous bilinguals. BILINGUALISM (CAMBRIDGE, ENGLAND) 2023; 26:268-283. [PMID: 37063520 PMCID: PMC10103835 DOI: 10.1017/s1366728922000517] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Words' morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals (N = 350, ages 5-9), we first revealed unique contributions of derivational ( friend-li-est) and compound (girl-friend) morphology to early word reading. We then examined mechanisms of bilingual transfer in matched samples of Spanish-English and Chinese-English dual first language learners. Results revealed a principled cross-linguistic interaction between language group (Spanish vs. Chinese bilinguals) and type of morphological awareness. Specifically, bilinguals' proficiency with the type of morphology that was less characteristic of their home language explained greater variance in their English literacy. These findings showcase the powerful effects of bilingualism on word reading processes in children who have similar reading proficiency but different language experiences, thereby advancing theoretical perspectives on literacy across diverse learners.
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Affiliation(s)
- Rebecca A. Marks
- Department of Psychology, University of Michigan, Ann
Arbor, MI 48109, USA
- Department of Brain and Cognitive Sciences, Massachusetts
Institute of Technology, Cambridge, MA 02139, USA
- MGH Institute of Health Professions, Boston, MA 02129,
USA
| | - Danielle Labotka
- Department of Psychology, University of Michigan, Ann
Arbor, MI 48109, USA
| | - Xin Sun
- Department of Psychology, University of Michigan, Ann
Arbor, MI 48109, USA
| | - Nia Nickerson
- Department of Psychology, University of Michigan, Ann
Arbor, MI 48109, USA
| | - Kehui Zhang
- Department of Psychology, University of Michigan, Ann
Arbor, MI 48109, USA
| | | | - Chi-Lin Yu
- Department of Psychology, University of Michigan, Ann
Arbor, MI 48109, USA
| | - Yuuko Uchikoshi
- School of Education, University of California Davis, Davis,
CA 95616, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for
Neurosciences, University of California San Francisco, San Francisco, CA 94143,
USA
- Department of Psychological Sciences and Brain Imaging
Research Center (BIRC), University of Connecticut, Storrs, CT 06269, USA
- Haskins Laboratories, New Haven, CT 06511, USA
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, Ann
Arbor, MI 48109, USA
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6
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Gao F, Hua L, He Y, Xu J, Li D, Zhang J, Yuan Z. Word Structure Tunes Electrophysiological and Hemodynamic Responses in the Frontal Cortex. Bioengineering (Basel) 2023; 10:bioengineering10030288. [PMID: 36978679 PMCID: PMC10044899 DOI: 10.3390/bioengineering10030288] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Revised: 01/31/2023] [Accepted: 02/10/2023] [Indexed: 03/30/2023] Open
Abstract
To date, it is still unclear how word structure might impact lexical processing in the brain for languages with an impoverished system of grammatical morphology such as Chinese. In this study, concurrent electroencephalogram (EEG) and functional near-infrared spectroscopy (fNIRS) recordings were performed to inspect the temporal and spatial brain activities that are related to Chinese word structure (compound vs. derivation vs. non-morphological) effects. A masked priming paradigm was utilized on three lexical conditions (compound constitute priming, derivation constitute priming, and non-morphological priming) to tap Chinese native speakers' structural sensitivity to differing word structures. The compound vs. derivation structure effect was revealed by the behavioral data as well as the temporal and spatial brain activation patterns. In the masked priming task, Chinese derivations exhibited significantly enhanced brain activation in the frontal cortex and involved broader brain networks as compared with lexicalized compounds. The results were interpreted by the differing connection patterns between constitute morphemes within a given word structure from a spreading activation perspective. More importantly, we demonstrated that the Chinese word structure effect showed a distinct brain activation pattern from that of the dual-route mechanism in alphabetic languages. Therefore, this work paved a new avenue for comprehensively understanding the underlying cognitive neural mechanisms associated with Chinese derivations and coordinate compounds.
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Affiliation(s)
- Fei Gao
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR 999078, China
- Institute of Modern Languages and Linguistics, Fudan University, Shanghai 200433, China
| | - Lin Hua
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR 999078, China
- Faculty of Health Sciences, University of Macau, Macau SAR 999078, China
| | - Yuwen He
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR 999078, China
- Faculty of Health Sciences, University of Macau, Macau SAR 999078, China
| | - Jie Xu
- Faculty of Arts and Humanities, University of Macau, Macau SAR 999078, China
| | - Defeng Li
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR 999078, China
- Faculty of Arts and Humanities, University of Macau, Macau SAR 999078, China
| | - Juan Zhang
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR 999078, China
- Faculty of Education, University of Macau, Macau SAR 999078, China
| | - Zhen Yuan
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR 999078, China
- Faculty of Health Sciences, University of Macau, Macau SAR 999078, China
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7
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Sun X, Marks RA, Zhang K, Yu CL, Eggleston RL, Nickerson N, Chou TL, Hu XS, Tardif T, Satterfield T, Kovelman I. Brain bases of English morphological processing: A comparison between Chinese-English, Spanish-English bilingual, and English monolingual children. Dev Sci 2023; 26:e13251. [PMID: 35188687 PMCID: PMC9615011 DOI: 10.1111/desc.13251] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 02/08/2022] [Accepted: 02/09/2022] [Indexed: 12/24/2022]
Abstract
How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language-specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US (N = 152, ages 5-10). Children completed an English morphological word processing task during fNIRS neuroimaging. The findings revealed both language-specific and shared bilingual effects. The language-specific effects were that Chinese and Spanish bilinguals showed principled differences in their neural organization for English lexical morphology. The common bilingual effects shared by the two groups were that in both bilingual groups, increased home language proficiency was associated with stronger left superior temporal gyrus (STG) activation when processing the English word structures that are most dissimilar from the home language. The findings inform theories of language and brain development during the key periods of neural reorganization for learning to read by illuminating experience-based plasticity in linguistically diverse learners.
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Affiliation(s)
- Xin Sun
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Rebecca A. Marks
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Kehui Zhang
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Chi-Lin Yu
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Rachel L. Eggleston
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Nia Nickerson
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Tai-Li Chou
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Xiao-Su Hu
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Twila Tardif
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Teresa Satterfield
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, Ann Arbor, Ann Arbor, Michigan, USA
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8
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Li A, Yang R, Qu J, Dong J, Gu L, Mei L. Neural representation of phonological information during Chinese character reading. Hum Brain Mapp 2022; 43:4013-4029. [PMID: 35545935 PMCID: PMC9374885 DOI: 10.1002/hbm.25900] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Revised: 04/04/2022] [Accepted: 04/26/2022] [Indexed: 11/12/2022] Open
Abstract
Previous studies have revealed that phonological processing of Chinese characters elicited activation in the left prefrontal cortex, bilateral parietal cortex, and occipitotemporal regions. However, it is controversial what role the left middle frontal gyrus plays in Chinese character reading, and whether the core regions (e.g., the left superior temporal gyrus and supramarginal gyrus) for phonological processing of alphabetic languages are also involved in Chinese character reading. To address these questions, the present study used both univariate and multivariate analysis (i.e., representational similarity analysis, RSA) to explore neural representations of phonological information during Chinese character reading. Participants were scanned while performing a reading aloud task. Univariate activation analysis revealed a widely distributed network for word reading, including the bilateral inferior frontal gyrus, middle frontal gyrus, lateral temporal cortex, and occipitotemporal cortex. More importantly, RSA showed that the left prefrontal (i.e., the left middle frontal gyrus and left inferior frontal gyrus) and bilateral occipitotemporal areas (i.e., the left inferior and middle temporal gyrus and bilateral fusiform gyrus) represented phonological information of Chinese characters. These results confirmed the importance of the left middle frontal gyrus and regions in ventral pathway in representing phonological information of Chinese characters.
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Affiliation(s)
- Aqian Li
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Rui Yang
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Jing Qu
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Jie Dong
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Lala Gu
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Leilei Mei
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China
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9
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Cao F, Fan Y, Yan X, Chen W, Dodson-Garrett M, Spray GJ, Wang Z, Deng Y. Greater Similarity Between L1 and L2's Brain Network in Adults Than in Children. Front Neurosci 2022; 16:816729. [PMID: 35546873 PMCID: PMC9084229 DOI: 10.3389/fnins.2022.816729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 03/09/2022] [Indexed: 11/13/2022] Open
Abstract
It has been documented that processing L2 and L1 engages a very similar brain network in bilingual adults. However, it is not known whether this similarity is evident in bilingual children as well or it develops with learning from children to adults. In the current study, we compared brain activation in Chinese-English bilingual children and adults during L1 and L2 processing. We found greater similarity between L1 and L2 in adults than in children, supporting the convergence hypothesis which argues that when the proficiency of L2 increases, the L2's brain network converges to the L1's brain network. We also found greater differences between adults and children in the brain for L2 processing than L1 processing, even though there were comparable increase in proficiency from children to adults in L1 and L2. It suggests an elongated developmental course for L2. This study provides important insights about developmental changes in the bilingual brain.
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Affiliation(s)
- Fan Cao
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Yuyu Fan
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Xin Yan
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, United States
| | - Wuying Chen
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Maddie Dodson-Garrett
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, United States
| | - Gregory J. Spray
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, United States
| | - Zhao Wang
- School of Chinese Language and Literature, Shaanxi Normal University, Xi’an, China
| | - Yuan Deng
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
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10
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Barouch B, Weiss Y, Katzir T, Bitan T. Neural Processing of Morphology During Reading in Children. Neuroscience 2022; 485:37-52. [PMID: 35026319 DOI: 10.1016/j.neuroscience.2021.12.025] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2021] [Revised: 12/16/2021] [Accepted: 12/18/2021] [Indexed: 11/17/2022]
Abstract
The importance of morphological segmentation for reading has been shown in numerous behavioral studies in children and adults. However, little is known about developmental changes in the neural basis of morphological processing. In addition to effects of age and reading skill, morphological processing during reading may be affected by the morphological structure of the language and the transparency of its orthography. Hebrew provides a unique opportunity to study these factors, with its rich morphological structure, and two versions of script that differ in orthographic transparency. Two groups of children (2nd-3rd and 5th-6th graders) were scanned using fMRI while reading aloud Hebrew nouns. Half of the words were composed of roots and templates (bi-morphemic) and half were mono-morphemic. The words were presented at two levels of transparency: with or without diacritics. ROI analyses showed greater activation for mono over bi-morphemic words across groups in the anterior portions of bilateral middle and superior temporal gyri, especially for the transparent script. These results diverge from previous finding in adults, showing left frontal activation in the non-transparent script with the same stimuli. These results support the early sensitivity of young Hebrew readers to the rich morphological structure of their language but suggest a developmental change in the role of morphological processes during reading. While in adults morpho-phonological segmentation during reading may compensate for orthographic opacity, morphological processes in children may rely more on semantic aspects, and are enhanced by orthographic transparency.
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Affiliation(s)
- Bechor Barouch
- Psychology Department and Institute for Information Processing and Decision Making, University of Haifa, 199 Aba Khoushy Ave., Mount Carmel, Haifa 3498838, Israel.
| | - Yael Weiss
- Institute for Learning and Brain Sciences, University of Washington, 1715 NE Columbia Road, Portage Bay Building, Box 357988, Seattle, WA 98195-7988 USA
| | - Tami Katzir
- Department of Learning Disabilities, The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, 199 Aba Khoushy Ave., Mount Carmel, Haifa 3498838, Israel
| | - Tali Bitan
- Psychology Department and Institute for Information Processing and Decision Making, University of Haifa, 199 Aba Khoushy Ave., Mount Carmel, Haifa 3498838, Israel; Department of Speech Language Pathology, University of Toronto, Toronto, Canada.
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Hashimoto T, Higuchi H, Uno A, Yokota S, Asano K, Taki Y, Kawashima R. Association Between Resting-State Functional Connectivity and Reading in Two Writing Systems in Japanese Children With and Without Developmental Dyslexia. Brain Connect 2020; 10:254-266. [PMID: 32567365 PMCID: PMC7465633 DOI: 10.1089/brain.2020.0759] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
Introduction: Japanese is unique, as it features two distinct writing systems that share the same sound and meaning: syllabic Hiragana and logographic Kanji scripts. Acquired reading difficulties in Hiragana and Kanji have been examined in older patients with brain lesions. However, the precise mechanisms underlying deficits in developmental dyslexia (DD) remain unclear. Materials and Methods: The neural signatures of Japanese children with DD were examined by using resting-state functional magnetic resonance imaging. We examined 22 dyslexic and 46 typically developing (TD) children, aged 7–14 years. Results: Reading performance in each writing system was correlated with neural connectivity in TD children. In contrast, in children with DD, weak associations between neural connectivity and reading performance were observed. In TD children, Hiragana-reading fluency was positively correlated with the left fusiform gyrus network. No significant correlations between Hiragana fluency and neural connectivity were observed in children with DD. Correspondingly, there were fewer correlations between Kanji accuracy and strength of reading-related connectivity in children with DD, whereas positive correlations with the bilateral fronto-parietal network and negative correlations with the left fusiform network were found in TD children. Discussion: These data suggest that positive and negative coupling with neural connectivity is associated with developing Japanese reading skills. Further, different neural connectivity correlations between Hiragana fluency and Kanji accuracy were detected in TD children but less in children with DD. Conclusion: The two writing systems may exert differential effects and deficits on reading in healthy children and in children with DD, respectively.
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Affiliation(s)
- Teruo Hashimoto
- Division of Developmental Cognitive Neuroscience, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
| | - Hiroki Higuchi
- Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Japan
| | - Akira Uno
- Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Japan
| | - Susumu Yokota
- Faculty of Art and Science, Kyushu University, Fukuoka, Japan
| | - Kohei Asano
- Kokoro Research Center, Kyoto University, Kyoto, Japan
| | - Yasuyuki Taki
- Department of Nuclear Medicine and Radiology, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
| | - Ryuta Kawashima
- Division of Developmental Cognitive Neuroscience, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
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Kovelman I, Marks R. Tracking Qualitative Changes in Cognition and Brain Development Through Bilingualism. JOURNAL OF NEUROLINGUISTICS 2019; 49:255-257. [PMID: 30880873 PMCID: PMC6415689 DOI: 10.1016/j.jneuroling.2018.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
In response to Hernandez and colleagues (2018), we provide commentary on the scientific reasoning that underlies Neuroemergentism. We argue that bilingual language and reading acquisition provide a means for examining and refining the neuroemergentist framework.
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Basura GJ, Hu X, Juan JS, Tessier A, Kovelman I. Human central auditory plasticity: A review of functional near-infrared spectroscopy (fNIRS) to measure cochlear implant performance and tinnitus perception. Laryngoscope Investig Otolaryngol 2018; 3:463-472. [PMID: 30599031 PMCID: PMC6302720 DOI: 10.1002/lio2.185] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVE Functional near-infrared spectroscopy (fNIRS) is an emerging noninvasive technology used to study cerebral cortex activity. Being virtually silent and compatible with cochlear implants has helped establish fNIRS as an important tool when investigating auditory cortex as well as cortices involved with hearing and language processing in adults and during child development. With respect to this review article, more recently, fNIRS has also been used to investigate central auditory plasticity following hearing loss and tinnitus or phantom sound perception. METHODS Here, we review the currently available literature reporting the use of fNIRS in human studies with cochlear implants and tinnitus to measure human central auditory cortical circuits. We also provide the reader with detailed reviews of the technology and traditional recording paradigms/methods used in these auditory-based studies. RESULTS The purpose of this review article is to summarize theoretical advancements in our understanding of the neurocognitive mechanisms underlying auditory processes and their plasticity through fNIRS research of human auditory performance with cochlear implantation and plasticity that may contribute to the central percepts of tinnitus. CONCLUSION fNIRS is an emerging noninvasive brain imaging technology that has wide reaching application that can be applied to human studies involving cochlear implants and tinnitus. LEVEL OF EVIDENCE N/A.
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Affiliation(s)
- Gregory J. Basura
- Center for Human Growth and DevelopmentUniversity of MichiganAnn ArborMichiganU.S.A
- Department of Otolaryngology/Head and Neck Surgery, Kresge Hearing Research InstituteUniversity of MichiganAnn ArborMichiganU.S.A
| | - Xiao‐Su Hu
- Center for Human Growth and DevelopmentUniversity of MichiganAnn ArborMichiganU.S.A
| | - Juan San Juan
- Department of Otolaryngology/Head and Neck Surgery, Kresge Hearing Research InstituteUniversity of MichiganAnn ArborMichiganU.S.A
| | | | - Ioulia Kovelman
- Center for Human Growth and DevelopmentUniversity of MichiganAnn ArborMichiganU.S.A
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Hsu LSJ, Ip KI, Arredondo MM, Tardif T, Kovelman I. Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English. INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM 2016; 22:207-223. [PMID: 30713464 PMCID: PMC6349242 DOI: 10.1080/13670050.2016.1246515] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2016] [Accepted: 10/03/2016] [Indexed: 05/20/2023]
Abstract
The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different languages. In the present study, we compared Chinese-English bilinguals and English monolinguals (ages 6-12, N=134) born and raised in the US on their English language and reading skills including vocabulary, phonological and morphological awareness, and word reading. We conducted whole group and subgroup analyses on younger participants to examine the extent of the effect. In monolinguals, phonological abilities directly predicted English word reading. In contrast, in bilinguals, both phonological and morphological abilities made an indirect contribution to English literacy via vocabulary knowledge, even though bilinguals had monolingual-like language and reading abilities in English. These findings offer new insights into the flexibility of the phonological and lexical pathways for learning to read.
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Affiliation(s)
- Lucy Shih-Ju Hsu
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor MI, 48109
- Department of Psychology, University of Hong Kong, Centennial Campus, Pokfulam Road, Hong Kong
| | - Ka I Ip
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor MI, 48109
| | - Maria M. Arredondo
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor MI, 48109
| | - Twila Tardif
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor MI, 48109
- Center for Human Growth and Development, University of Michigan, 300 North Ingalls, Ann Arbor MI, 48109
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor MI, 48109
- Center for Human Growth and Development, University of Michigan, 300 North Ingalls, Ann Arbor MI, 48109
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