Two tongues, one brain: imaging bilingual speech production.
Two tongues, one brain: imaging bilingual speech production.
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DOI：
10.3389/fpsyg.2011.00166
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发表时间：
2011
影响因子：
3.8
通讯作者：
Leech R
中科院分区：
文献类型：
--
作者：
Simmonds AJ;Wise RJ;Leech R
本文从运动感觉控制的角度对第二语言口语进行了研究。先前的研究将大脑功能与先前获得两种或多种语言（神经双语）联系起来，研究了语言表征和过程的差异需求，以及说话者在语言之间切换时一般认知控制系统的作用。与对这些高级功能的详细讨论相反，通常只将清晰度视为简单运动输出的未充分指定阶段。本审查认为，在第二语言的伴随外国口音，这地方的运动和感觉放电时，没有遇到在最流利的语言发音的整合的要求。我们认为，为什么迄今为止很少有人强调双语能力的这一方面，然后再转向成年人学习第二语言所涉及的运动和感觉的复杂性。这必须涉及重新调整与发音运动控制有关的神经回路，以使不熟悉的动作序列能够快速执行，目的是尽可能接近母语者的讲话。伴随着运动网络的变化，听觉和体感皮层的经验依赖性可塑性整合了目标声音的听觉记忆，来自前运动和初级运动皮层的前馈命令的副本，以及发音后的听觉和体感反馈。最后，我们认为采取运动感觉的角度讲第二语言的影响，无论是教学非母语学习者和临床有关扬声器与神经系统疾病，如构音障碍。
This review considers speaking in a second language from the perspective of motor–sensory control. Previous studies relating brain function to the prior acquisition of two or more languages (neurobilingualism) have investigated the differential demands made on linguistic representations and processes, and the role of domain-general cognitive control systems when speakers switch between languages. In contrast to the detailed discussions on these higher functions, typically articulation is considered only as an underspecified stage of simple motor output. The present review considers speaking in a second language in terms of the accompanying foreign accent, which places demands on the integration of motor and sensory discharges not encountered when articulating in the most fluent language. We consider why there has been so little emphasis on this aspect of bilingualism to date, before turning to the motor and sensory complexities involved in learning to speak a second language as an adult. This must involve retuning the neural circuits involved in the motor control of articulation, to enable rapid unfamiliar sequences of movements to be performed with the goal of approximating, as closely as possible, the speech of a native speaker. Accompanying changes in motor networks is experience-dependent plasticity in auditory and somatosensory cortices to integrate auditory memories of the target sounds, copies of feedforward commands from premotor and primary motor cortex and post-articulatory auditory and somatosensory feedback. Finally, we consider the implications of taking a motor–sensory perspective on speaking a second language, both pedagogical regarding non-native learners and clinical regarding speakers with neurological conditions such as dysarthria.
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