Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns.
Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns.
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明确和隐式的第二语言训练会差异地影响类似天然的大脑激活模式的实现。
DOI：
10.1162/jocn_a_00119
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发表时间：
2012-04
影响因子：
3.2
通讯作者：
Ullman MT
中科院分区：
文献类型：
--
作者：
Morgan-Short K;Steinhauer K;Sanz C;Ullman MT
人们普遍认为，成年人学习外语的方式与儿童学习第一语言的方式不同。然而，最近的证据表明，成年外语学习者可以依赖于类似母语的大脑机制。在这里，我们表明语言训练的类型对这一结果有着至关重要的影响。我们使用人工语言范式纵向检查是否显式训练（近似传统的语法为重点的课堂设置）和隐式训练（近似沉浸设置）差异影响神经（电生理）和行为（性能）的句法处理措施。结果表明，显式和隐式训练组的性能没有显着差异，无论是低或高熟练度。与此相反，电生理（ERP）的测量结果显示，在两个熟练程度的群体之间的神经活动的显着差异，以应对句法违规。内隐训练产生了N400在低熟练度，而在高熟练度，它引起了一个典型的模式的母语：一个前否定，其次是P600伴随着后期前否定。相比之下，外显训练在低熟练度下没有产生显着的效果，在高熟练度下只有前部积极性，然后是P600。虽然P600让人联想到类似于本机的处理，但这种反应模式作为一个整体并不是。因此，只有内隐训练导致了典型的母语者的电生理特征。总的来说，研究结果表明，成年外语学习者可以依赖于类似母语的大脑机制，但学习语言的条件可能是实现这一目标的关键。
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates traditional grammar-focused classroom settings) and implicit training (that approximates immersion settings) differentially affect neural (electrophysiological) and behavioral (performance) measures of syntactic processing. Results showed that performance of explicitly and implicitly trained groups did not differ at either low or high proficiency. In contrast, electrophysiological (ERP) measures revealed striking differences between the groups’ neural activity at both proficiency levels in response to syntactic violations. Implicit training yielded an N400 at low proficiency, whereas at high proficiency, it elicited a pattern typical of native speakers: an anterior negativity followed by a P600 accompanied by a late anterior negativity. Explicit training, by contrast, yielded no significant effects at low proficiency and only an anterior positivity followed by a P600 at high proficiency. Although the P600 is reminiscent of native-like processing, this response pattern as a whole is not. Thus, only implicit training led to an electrophysiological signature typical of native speakers. Overall, the results suggest that adult foreign language learners can come to rely on native-like language brain mechanisms, but that the conditions under which the language is learned may be crucial in attaining this goal.
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影响因子：
1.7
作者：
Isel, Frederic
通讯作者：
Isel, Frederic
DOI：
10.1073/pnas.012611199
发表时间：
2002-01-08
影响因子：
11.1
作者：
Friederici, AD;Steinhauer, K;Pfeifer, E
通讯作者：
Pfeifer, E
L2 学习中主谓一致的 ERP 签名
影响因子：
3.6
作者：
Chen, Lang;Shu, Hua;Li, Ping
通讯作者：
Li, Ping
DOI：
10.1080/016909600386084
发表时间：
2000-04-01
期刊：
LANGUAGE AND COGNITIVE PROCESSES
影响因子：
--
作者：
Kaan, E;Harris, A;Holcomb, P
通讯作者：
Holcomb, P
影响因子：
3.2
作者：
Gillon Dowens, Margaret;Vergara, Marta;Carreiras, Manuel
通讯作者：
Carreiras, Manuel