Learning-induced neural plasticity associated with improved identification performance after training of a difficult second-language phonetic contrast
Learning-induced neural plasticity associated with improved identification performance after training of a difficult second-language phonetic contrast
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DOI：
10.1016/s1053-8119(03)00020-x
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发表时间：
2003-05-01
期刊：
影响因子：
5.7
通讯作者：
Akahane-Yamada, R
中科院分区：
文献类型：
--
作者：
Callan, DE;Tajima, K;Akahane-Yamada, R
成年的日语母语者即使在多年的接触之后也很难感知英语/r-l/语音的对比。然而，经过广泛的知觉识别训练，识别性能可以获得持久的改善。本fMRI研究探讨了与一个月的广泛的反馈为基础的感知识别训练的母语为日本人学习英语/r-l/语音对比的大脑活动的局部变化。在训练之前和之后，进行单独的功能性脑成像会话以识别英语/r-l/对比度（对于日语使用者来说困难）、/b-g/对比度（容易）和/b-v/对比度（困难），其中信号相关噪声用作参考控制条件。神经可塑性，表示为/r-l/，对比，大脑活动的专门增强，不仅涉及与声音语音处理有关的大脑区域（上级和内侧颞区）的重组，而且还涉及额外的双侧皮质（缘上回，颞平面，布罗卡区，运动前皮质，补充运动区）和皮质下区域（小脑，基底神经节，实质）的募集。涉及与言语处理和学习相关的发音-发音（感知-运动）映射。与人们的预期相反，随着学习的进行，感知困难对比的大脑活动并不像感知简单对比的大脑活动。相反，研究结果支持的假设，提高识别性能可能是由于收购的发音映射允许的感知参考潜在的行动。(C)2003 Elsevier Science（美国）。All rights reserved.
Adult native Japanese speakers have difficulty perceiving the English /r-l/ phonetic contrast even after years of exposure. However, after extensive perceptual identification training, long-lasting improvement in identification performance can be attained. This fMRI study investigates localized changes in brain activity associated with I month of extensive feedback-based perceptual identification training by native Japanese speakers learning the English /r-l/ phonetic contrast. Before and after training, separate functional brain imaging sessions were conducted for identification of the English /r-l/ contrast (difficult for Japanese speakers), /b-g/ contrast (easy), and /b-v/ contrast (difficult), in which signal-correlated noise served as the reference control condition. Neural plasticity, denoted by exclusive enhancement in brain activity for the /r-l/,contrast, does not involve only reorganization in brain regions concerned with acoustic-phonetic processing (superior and medial temporal areas) but also the recruitment of additional bilateral cortical (supramarginal gyrus, planum temporale, Broca's area, premotor cortex, supplementary motor area) and subcortical regions (cerebellum, basal ganglia, substantia. nigra) involved with auditory-articulatory (perceptual-motor) mappings related to verbal speech processing and learning. Contrary to what one may expect, brain activity for perception of a difficult contrast does not come to resemble that of an easy contrast as learning proceeds. Rather, the results support the hypothesis that improved identification performance may be due to the acquisition of auditory-articulatory mappings allowing for perception to be made in reference to potential action. (C) 2003 Elsevier Science (USA). All rights reserved.