Bilingualism yields language-specific plasticity in left hemisphere's circuitry for learning to read in young children.
Bilingualism yields language-specific plasticity in left hemisphere's circuitry for learning to read in young children.
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双语使幼儿的左半球学习阅读的回路产生了特定于语言的可塑性。
DOI：
10.1016/j.neuropsychologia.2016.11.018
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发表时间：
2017
期刊：
影响因子：
2.6
通讯作者：
Petitto,LA
中科院分区：
文献类型：
--
作者：
Jasińska,KK;Berens,MS;Kovelman,I;Petitto,LA
双语接触如何影响儿童学习阅读的神经回路？双语理论表明，接触两种语言可能会产生功能和神经解剖学适应，以支持两种语言的学习（Klein等人，2014年）。为了验证这一假设，这种神经适应可能会有所不同的双语者的两种语言的结构和拼写特征的函数，我们比较了西班牙语-英语和法语-英语双语儿童，英语单语儿童，使用功能近红外光谱神经成像（fNIRS，年龄6-10，N =26）。西班牙语提供了一致的声音到印刷体的对应关系（“语音透明”或“浅”）;这种对应关系在法语中更不透明，在英语中甚至更不透明（既有透明，也有“语音不透明”或“深”对应）。与我们的假设相一致，法语和西班牙语-英语双语者在左后颞区与直接的声音到打印的语音分析和左额叶区与组装的语音分析相关的hypoactivation超激活。西班牙语，而不是法语，双语者在阅读不规则单词时表现出类似的效果。这些发现为双语和跨语言识字习得理论提供了信息，表明双语者的两种语言及其拼写的结构特征对儿童学习阅读的神经认知结构产生了重大影响。
How does bilingual exposure impact children’s neural circuitry for learning to read? Theories of bilingualism suggests that exposure to two languages may yield a functional and neuroanatomical adaptation to support the learning of two languages (Klein et al., 2014). To test the hypothesis that this neural adaptation may vary as a function of structural and orthographic characteristics of bilinguals’ two languages, we compared Spanish-English and French-English bilingual children, and English monolingual children, using functional Near Infrared Spectroscopy neuroimaging (fNIRS, ages 6–10, N =26). Spanish offers consistent sound-to-print correspondences (“phonologically transparent” or “shallow”); such correspondences are more opaque in French and even more opaque in English (which has both transparent and “phonologically opaque” or “deep” correspondences). Consistent with our hypothesis, both French- and Spanish-English bilinguals showed hyperactivation in left posterior temporal regions associated with direct sound-to-print phonological analyses and hypoactivation in left frontal regions associated with assembled phonology analyses. Spanish, but not French, bilinguals showed a similar effect when reading Irregular words. The findings inform theories of bilingual and cross-linguistic literacy acquisition by suggesting that structural characteristics of bilinguals’ two languages and their orthographies have a significant impact on children’s neuro-cognitive architecture for learning to read.