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Brown RM, Roembke TC. Production benefits on encoding are modulated by language experience: Less experience may help. Mem Cognit 2024; 52:926-943. [PMID: 38622490 PMCID: PMC11111515 DOI: 10.3758/s13421-023-01510-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/16/2023] [Indexed: 04/17/2024]
Abstract
Several lines of research have shown that performing movements while learning new information aids later retention of that information, compared to learning by perception alone. For instance, articulated words are more accurately remembered than words that are silently read (the production effect). A candidate mechanism for this movement-enhanced encoding, sensorimotor prediction, assumes that acquired sensorimotor associations enable movements to prime associated percepts and hence improve encoding. Yet it is still unknown how the extent of prior sensorimotor experience influences the benefits of movement on encoding. The current study addressed this question by examining whether the production effect is modified by prior language experience. Does the production effect reduce or persist in a second language (L2) compared to a first language (L1)? Two groups of unbalanced bilinguals, German (L1) - English (L2) bilinguals (Experiment 1) and English (L1) - German (L2) bilinguals (Experiment 2), learned lists of German and English words by reading the words silently or reading the words aloud, and they subsequently performed recognition tests. Both groups showed a pronounced production effect (higher recognition accuracy for spoken compared to silently read words) in the first and second languages. Surprisingly, the production effect was greater in the second languages compared to the first languages, across both bilingual groups. We discuss interpretations based on increased phonological encoding, increased effort or attention, or both, when reading aloud in a second language.
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Affiliation(s)
- Rachel M Brown
- Biological and Social Psychology, Institute of Psychology, RWTH Aachen University, Dennewartstrasse 25-27, 4th floor, room B4.25, D-52068, Aachen, Germany.
| | - Tanja C Roembke
- Cognitive and Experimental Psychology, Institute of Psychology, RWTH Aachen University, Aachen, Germany
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2
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Oppici L, Mathias B, Narciss S, Proske A. Benefits of Enacting and Observing Gestures on Foreign Language Vocabulary Learning: A Systematic Review and Meta-Analysis. Behav Sci (Basel) 2023; 13:920. [PMID: 37998667 PMCID: PMC10669578 DOI: 10.3390/bs13110920] [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: 09/13/2023] [Revised: 10/20/2023] [Accepted: 10/24/2023] [Indexed: 11/25/2023] Open
Abstract
The integration of physical movements, such as gestures, into learning holds potential for enhancing foreign language (L2) education. Uncovering whether actively performing gestures during L2 learning is more, or equally, effective compared to simply observing such movements is central to deepening our understanding of the efficacy of movement-based learning strategies. Here, we present a meta-analysis of seven studies containing 309 participants that compares the effects of gesture self-enactment and observation on L2 vocabulary learning. The results showed that gesture observation was just as effective for L2 learning as gesture enactment, based on free recall, cued L2 recognition, and cued native language recognition performance, with a large dispersion of true effect across studies. Gesture observation may be sufficient for inducing embodied L2 learning benefits, in support of theories positing shared mechanisms underlying enactment and observation. Future studies should examine the effects of gesture-based learning over longer time periods with larger sample sizes and more diverse word classes.
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Affiliation(s)
- Luca Oppici
- The Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, 0863 Oslo, Norway
| | - Brian Mathias
- School of Psychology, University of Aberdeen, Aberdeen AB24 3FX, Scotland, UK;
| | - Susanne Narciss
- Psychology of Learning and Instruction, Department of Psychology, School of Science, Technische Universität Dresden, 01062 Dresden, Germany; (S.N.); (A.P.)
- Centre for Tactile Internet with Human-in-the-Loop (CeTI), Technische Universität Dresden, 01062 Dresden, Germany
| | - Antje Proske
- Psychology of Learning and Instruction, Department of Psychology, School of Science, Technische Universität Dresden, 01062 Dresden, Germany; (S.N.); (A.P.)
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3
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Bechtold L, Cosper SH, Malyshevskaya A, Montefinese M, Morucci P, Niccolai V, Repetto C, Zappa A, Shtyrov Y. Brain Signatures of Embodied Semantics and Language: A Consensus Paper. J Cogn 2023; 6:61. [PMID: 37841669 PMCID: PMC10573703 DOI: 10.5334/joc.237] [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: 03/06/2022] [Accepted: 07/29/2022] [Indexed: 10/17/2023] Open
Abstract
According to embodied theories (including embodied, embedded, extended, enacted, situated, and grounded approaches to cognition), language representation is intrinsically linked to our interactions with the world around us, which is reflected in specific brain signatures during language processing and learning. Moving on from the original rivalry of embodied vs. amodal theories, this consensus paper addresses a series of carefully selected questions that aim at determining when and how rather than whether motor and perceptual processes are involved in language processes. We cover a wide range of research areas, from the neurophysiological signatures of embodied semantics, e.g., event-related potentials and fields as well as neural oscillations, to semantic processing and semantic priming effects on concrete and abstract words, to first and second language learning and, finally, the use of virtual reality for examining embodied semantics. Our common aim is to better understand the role of motor and perceptual processes in language representation as indexed by language comprehension and learning. We come to the consensus that, based on seminal research conducted in the field, future directions now call for enhancing the external validity of findings by acknowledging the multimodality, multidimensionality, flexibility and idiosyncrasy of embodied and situated language and semantic processes.
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Affiliation(s)
- Laura Bechtold
- Institute for Experimental Psychology, Department for Biological Psychology, Heinrich-Heine University Düsseldorf, Germany
| | - Samuel H. Cosper
- Institute of Cognitive Science, University of Osnabrück, Germany
| | - Anastasia Malyshevskaya
- Centre for Cognition and Decision making, Institute for Cognitive Neuroscience, HSE University, Russian Federation
- Potsdam Embodied Cognition Group, Cognitive Sciences, University of Potsdam, Germany
| | | | | | - Valentina Niccolai
- Institute of Clinical Neuroscience and Medical Psychology, Medical Faculty, Heinrich-Heine University Düsseldorf, Germany
| | - Claudia Repetto
- Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
| | - Ana Zappa
- Laboratoire parole et langage, Aix-Marseille Université, Aix-en-Provence, France
| | - Yury Shtyrov
- Centre for Cognition and Decision making, Institute for Cognitive Neuroscience, HSE University, Russian Federation
- Center of Functionally Integrative Neuroscience, Department of Clinical Medicine, Aarhus University, Denmark
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Limata T, Bucciarelli M, Schmidt S, Tinti C, Ras IN, Ianì F. Action and posture influence the retrieval of memory for objects. Memory 2023; 31:652-664. [PMID: 36879463 DOI: 10.1080/09658211.2023.2185933] [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] [Indexed: 03/08/2023]
Abstract
The embodied approach states that memory traces are retrieved, at least in part, through a sensorimotor simulation of the original events, i.e., during retrieval we use our body and its sensorimotor pathways to simulate what happened during encoding. Thus, body manipulations that are incongruent with the motor elements involved at encoding should modulate memory performance. To test this hypothesis, we devised two experiments. In Experiment 1, participants had to observe (observation task) or observe and also perform an action on (enactment task) a series of objects. At recognition, they recognised the enacted objects faster and more accurately than the observed ones. Crucially, in Experiment 2, we manipulated body posture during recognition: one group was asked to hold their hands/arms in front of them (non-interfering group), and the other group was asked to block their hands/arms behind their back (interfering group). The results on reaction times, but not those on accuracy, showed a critical interaction: while the noninterfering group recognised enacted objects faster than observed objects, this advantage disappeared for the interfering group. This suggests that adopting a posture inconsistent with action at encoding could influence the time needed to correctly recognise the objects, but not the accuracy of the recognition.
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Affiliation(s)
- Teresa Limata
- Department of Psychology, Università degli studi di Torino, Turin, Italy
| | - Monica Bucciarelli
- Department of Psychology, Università degli studi di Torino, Turin, Italy.,Centro di Logica, Linguaggio, e Cognizione, Università degli studi di Torino, Turin, Italy
| | - Susanna Schmidt
- Department of Psychology, Università degli studi di Torino, Turin, Italy
| | - Carla Tinti
- Department of Psychology, Università degli studi di Torino, Turin, Italy
| | - Ivan Nabil Ras
- Department of Psychology, Università degli studi di Torino, Turin, Italy
| | - Francesco Ianì
- Department of Psychology, Università degli studi di Torino, Turin, Italy.,Centro di Logica, Linguaggio, e Cognizione, Università degli studi di Torino, Turin, Italy
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Bayram M, Palluel-Germain R, Lebon F, Durand E, Harquel S, Perrone-Bertolotti M. Motor imagery training to improve language processing: What are the arguments? Front Hum Neurosci 2023; 17:982849. [PMID: 36816506 PMCID: PMC9929469 DOI: 10.3389/fnhum.2023.982849] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Accepted: 01/09/2023] [Indexed: 02/04/2023] Open
Abstract
Studies showed that motor expertise was found to induce improvement in language processing. Grounded and situated approaches attributed this effect to an underlying automatic simulation of the motor experience elicited by action words, similar to motor imagery (MI), and suggest shared representations of action conceptualization. Interestingly, recent results also suggest that the mental simulation of action by MI training induces motor-system modifications and improves motor performance. Consequently, we hypothesize that, since MI training can induce motor-system modifications, it could be used to reinforce the functional connections between motor and language system, and could thus lead to improved language performance. Here, we explore these potential interactions by reviewing recent fundamental and clinical literature in the action-language and MI domains. We suggested that exploiting the link between action language and MI could open new avenues for complementary language improvement programs. We summarize the current literature to evaluate the rationale behind this novel training and to explore the mechanisms underlying MI and its impact on language performance.
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Affiliation(s)
- Mariam Bayram
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France
| | | | - Florent Lebon
- Laboratoire INSERM U1093 Cognition, Action, et Plasticité Sensorimotrice, Université de Bourgogne, Faculté des Sciences du Sport (UFR STAPS), Dijon, France,Institut Universitaire de France (IUF), Paris, France
| | - Edith Durand
- Département d’Orthophonie, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
| | - Sylvain Harquel
- Defitech Chair of Clinical Neuroengineering, Center for Neuroprosthetics (CNP) and Brain Mind Institute (BMI), École Polytechnique Fédérale de Lausanne (EPFL), Geneva, Switzerland
| | - Marcela Perrone-Bertolotti
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France,Institut Universitaire de France (IUF), Paris, France,*Correspondence: Marcela Perrone-Bertolotti,
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Mathias B, von Kriegstein K. Enriched learning: behavior, brain, and computation. Trends Cogn Sci 2023; 27:81-97. [PMID: 36456401 DOI: 10.1016/j.tics.2022.10.007] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Revised: 10/05/2022] [Accepted: 10/25/2022] [Indexed: 11/29/2022]
Abstract
The presence of complementary information across multiple sensory or motor modalities during learning, referred to as multimodal enrichment, can markedly benefit learning outcomes. Why is this? Here, we integrate cognitive, neuroscientific, and computational approaches to understanding the effectiveness of enrichment and discuss recent neuroscience findings indicating that crossmodal responses in sensory and motor brain regions causally contribute to the behavioral benefits of enrichment. The findings provide novel evidence for multimodal theories of enriched learning, challenge assumptions of longstanding cognitive theories, and provide counterevidence to unimodal neurobiologically inspired theories. Enriched educational methods are likely effective not only because they may engage greater levels of attention or deeper levels of processing, but also because multimodal interactions in the brain can enhance learning and memory.
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Affiliation(s)
- Brian Mathias
- School of Psychology, University of Aberdeen, Aberdeen, UK; Chair of Cognitive and Clinical Neuroscience, Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.
| | - Katharina von Kriegstein
- Chair of Cognitive and Clinical Neuroscience, Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.
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A Bibliometric and Visualization Analysis of Motor Learning in Preschoolers and Children over the Last 15 Years. Healthcare (Basel) 2022; 10:healthcare10081415. [PMID: 36011071 PMCID: PMC9407894 DOI: 10.3390/healthcare10081415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 07/23/2022] [Accepted: 07/25/2022] [Indexed: 11/25/2022] Open
Abstract
Motor learning enables preschoolers and children to acquire fundamental skills that are critical to their development. The current study sought to conduct a bibliometric and visualization analysis to provide a comprehensive overview of motor-learning progress in preschoolers and children over the previous 15 years. The number of studies is constantly growing, with the United States and Australia, as well as other productive institutions and authors, at the leading edge. The dominant disciplines were Neurosciences and Neurology, Psychology, Rehabilitation, and Sport Sciences. The journals Developmental Medicine & Child Neurology, Human Movement Science, Physical Therapy, Neuropsychology, Journal of Motor Behavior, and Journal of Experimental Child Psychology have been the most productive and influential in this regard. The most common co-citations for clinical symptoms were for cerebral palsy, developmental coordination disorder, and autism. Research has focused on language impairment (speech disorders, explicit learning, and instructor-control feedback), as well as effective intervention strategies. Advances in brain mechanisms and diagnostic indicators, as well as new intervention and rehabilitation technologies (virtual reality, transcranial magnetic stimulation, and transcranial direct current stimulation), have shifted research frontiers and progress. The cognitive process is critical in intervention, rehabilitation, and new technology implementation and should not be overlooked. Overall, our broad overview identifies three major areas: brain mechanism research, clinical practice (intervention and rehabilitation), and new technology application.
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Mathias B, Andrä C, Schwager A, Macedonia M, von Kriegstein K. Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-021-09648-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Abstract
Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children’s responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children’s L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age.
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