Arithmetic memory networks established in childhood are changed by experience in adulthood.
Arithmetic memory networks established in childhood are changed by experience in adulthood.
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童年时期建立的算术记忆网络会因成年后的经历而改变。
DOI：
10.1016/j.neulet.2014.11.010
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发表时间：
2015
影响因子：
2.5
通讯作者：
Wicha,NicoleYY
中科院分区：
文献类型：
--
作者：
Martinez-Lincoln,Amanda;Cortinas,Christina;Wicha,NicoleYY
成人双语者在使用童年时学习算术的语言 (LA+) 时，比使用其他语言 (LA-) 更容易接触乘法表，这意味着数学事实的特定于语言的编码。然而，大多数双语者一生都在使用 LA+，这混淆了编码和使用的影响。我们测试了在 LA– 中使用算术事实是否可以减少 LA– 的劣势。我们测量了与事件相关的大脑电位，同时双语教师判断了每种语言中乘法问题的正确性。至关重要的是，每位老师都以 LA+ 或 LA- 教授算术。在教学语言组中观察到的 N400 峰值延迟时间比非教学语言组中的 N400 峰值延迟更早，这表明通过使用可以更有效地访问这些事实。 LA+ 教师保持了 LA+ 优势，而 LA- 教师在两种语言中都表现出同等的 N400 一致性效应（对于错误与正确的解决方案）。 LA- 教师还表现出后期的积极成分，这可能反映了他们的 LA+ 和强 LA- 之间的冲突监控。因此，早期双语教育中建立的 LA- 在精确算术方面的劣势可以通过以后使用 LA- 来缓解。
Adult bilinguals show stronger access to multiplication tables when using the language in which they learned arithmetic during childhood (LA+) than the other language (LA–), implying language-specific encoding of math facts. However, most bilinguals use LA+ throughout their life, confounding the impact of encoding and use. We tested if using arithmetic facts in LA– could reduce this LA– disadvantage. We measured event related brain potentials while bilingual teachers judged the correctness of multiplication problems in each of their languages. Critically, each teacher taught arithmetic in either LA+ or LA–. Earlier N400 peak latency was observed in both groups for the teaching than non-teaching language, showing more efficient access to these facts with use. LA+ teachers maintained an LA+ advantage, while LA– teachers showed equivalent N400 congruency effects (for incorrect versus correct solutions) in both languages. LA– teachers also showed a late positive component that may reflect conflict monitoring between their LA+ and a strong LA–. Thus, the LA– disadvantage for exact arithmetic established in early bilingual education can be mitigated by later use of LA–.