Phonological and morphological literacy skills in English and Chinese: A cross-linguistic neuroimaging comparison of Chinese-English bilingual and monolingual English children.
Phonological and morphological literacy skills in English and Chinese: A cross-linguistic neuroimaging comparison of Chinese-English bilingual and monolingual English children.
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DOI：
10.1002/hbm.26419
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发表时间：
2023-09
影响因子：
4.8
通讯作者：
Kovelman, Ioulia
中科院分区：
文献类型：
--
作者：
Zhang, Kehui;Sun, Xin;Yu, Chi-Lin;Eggleston, Rachel L.;Marks, Rebecca A.;Nickerson, Nia;Caruso, Valeria C.;Hu, Xiao-Su;Tardif, Twila;Chou, Tai-Li;Booth, James R.;Kovelman, Ioulia
在识字发展的过程中，孩子们学会识别印刷品中的单词的声音和含义。然而，它们在字母和基于字符的拼写法（如英语和中文）中的表现不同。为了揭示跨语言对儿童识字的影响，我们要求年轻的中英双语者和英语单语者（N = 119，年龄5-10）完成语音和形态意识（MA）识字任务。在功能性近红外光谱神经成像过程中，儿童用他们的每种语言完成了听觉模式的任务。从跨语言的角度来看，双语者的两种语言之间的比较显示，在给定的正字法中，对阅读更重要的任务，例如英语的语音意识（PA）和汉语的MA，在左下额叶和顶叶区域引起的激活较少。双语者和单语者在英语，他们的共同语言的学术教学，组之间的比较显示，左下额叶在语音不太活跃，但更活跃的形态学双语者相对于单语者。MA技能通常被认为比PA技能具有更大的语言特异性。双语识字训练的技能，是最大限度地跨语言相似，如PA，因此可能会产生更大的自动性，这种技能，反映在较低的激活双语者相对于单语者。熟练程度与大脑激活之间的负相关性支持了这种解释。总之，这些研究结果表明，无论是结构特征和识字经验与给定的语言可以施加特定的影响双语和单语儿童的新兴大脑网络学习阅读。跨语言比较显示，最能表征每种语言识字成功的任务，英语中的语音任务和汉语中的形态任务，产生了更少的激活和更强的大脑行为相关性。双语者以英语为主的读写能力和中国传统语言经验与英语读写任务中更强的左半球参与和汉语读写任务中更强的右半球参与相关。
Over the course of literacy development, children learn to recognize word sounds and meanings in print. Yet, they do so differently across alphabetic and character‐based orthographies such as English and Chinese. To uncover cross‐linguistic influences on children's literacy, we asked young Chinese–English simultaneous bilinguals and English monolinguals (N = 119, ages 5–10) to complete phonological and morphological awareness (MA) literacy tasks. Children completed the tasks in the auditory modality in each of their languages during functional near‐infrared spectroscopy neuroimaging. Cross‐linguistically, comparisons between bilinguals' two languages revealed that the task that was more central to reading in a given orthography, such as phonological awareness (PA) in English and MA in Chinese, elicited less activation in the left inferior frontal and parietal regions. Group comparisons between bilinguals and monolinguals in English, their shared language of academic instruction, revealed that the left inferior frontal was less active during phonology but more active during morphology in bilinguals relative to monolinguals. MA skills are generally considered to have greater language specificity than PA skills. Bilingual literacy training in a skill that is maximally similar across languages, such as PA, may therefore yield greater automaticity for this skill, as reflected in the lower activation in bilinguals relative to monolinguals. This interpretation is supported by negative correlations between proficiency and brain activation. Together, these findings suggest that both the structural characteristics and literacy experiences with a given language can exert specific influences on bilingual and monolingual children's emerging brain networks for learning to read. Cross‐linguistic comparison revealed that tasks that best characterize literacy success in each language, a phonological task in English and a morphological task in Chinese, yielded less activations and stronger brain‐behavior correlations. Bilinguals' English‐dominant literacy and Chinese heritage language experiences were associated with stronger left hemisphere engagement during literacy tasks in English and stronger right hemisphere engagement during literacy tasks in Chinese.
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影响因子：
1.2
作者：
Sun X;Zhang K;Marks R;Karas Z;Eggleston R;Nickerson N;Yu CL;Wagley N;Hu X;Caruso V;Chou TL;Satterfield T;Tardif T;Kovelman I
通讯作者：
Kovelman I
影响因子：
4.8
作者：
Brennan, Christine;Cao, Fan;Pedroarena-Leal, Nicole;McNorgan, Chris;Booth, James R.
通讯作者：
Booth, James R.
影响因子：
0.6
作者：
Benmamoun, Elabbas;Montrul, Silvina;Polinsky, Maria
通讯作者：
Polinsky, Maria
影响因子：
5.7
作者：
Dehaene-Lambertz, G;Pallier, C;Dehaene, S
通讯作者：
Dehaene, S
影响因子：
2
作者：
Chung, Sheila Cira;Chen, Xi;Geva, Esther
通讯作者：
Geva, Esther