Bilingualism: Language and Cognition Individual Differences Reveal Stages of L2 Grammatical Acquisition: Erp Evidence Individual Differences Reveal Stages of L2 Grammatical Acquisition: Erp Evidence *
Bilingualism: Language and Cognition Individual Differences Reveal Stages of L2 Grammatical Acquisition: Erp Evidence Individual Differences Reveal Stages of L2 Grammatical Acquisition: Erp Evidence *
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Darren Tanner;Judith Mclaughlin;Julia Herschensohn;Lee Osterhout;R. R. Da-R.;E. R. E N Ta N N-E.-R.-E-N-Ta-N-N-2270732351;J. U D I T H M C L Au G H L I N-J.-U-D-I-T-H-M-C-L-Au-G-H-L-I-N-2270728314;J. U L I A H E R S C H E N S O H N-J.-U-L-I-A-H-E-R-S-C-H-E-N-S-O-H-N-2270814621;L. E. E. O S T E R H O U T-L.-E.-E.-O-S-T-E-R-H-O-U-T-2270645211
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Darren Tanner;Judith Mclaughlin;Julia Herschensohn;Lee Osterhout;R. R. Da-R.;E. R. E N Ta N N-E.-R.-E-N-Ta-N-N-2270732351;J. U D I T H M C L Au G H L I N-J.-U-D-I-T-H-M-C-L-Au-G-H-L-I-N-2270728314;J. U L I A H E R S C H E N S O H N-J.-U-L-I-A-H-E-R-S-C-H-E-N-S-O-H-N-2270814621;L. E. E. O S T E R H O U T-L.-E.-E.-O-S-T-E-R-H-O-U-T-2270645211
在这里，我们报告的调查结果，从一个横截面的研究，在母语为德语和母语为英语的人参加大学水平的德语课程的形态句法处理。当参与者阅读格式良好或违反德语主谓一致的句子时，记录了事件相关脑电位。结果表明，语法违规引起大的P600的影响，在德国本土和学习者就读于第三年的课程。参加第一年课程的学习者的大平均波形显示出双相N400-P600反应。然而，随后的相关性分析显示，大多数人表现出N400或P600，但不是两者兼而有之，大脑反应类型与语法敏感性的行为措施有关。这些结果支持了第二语言习得模型，该模型暗示了与学习相关的第二语言语法处理的神经基质的质的变化。重要的是，我们表明，新的见解L2学习的结果时，跨学科的变异被视为证据的来源，而不是噪音的来源。
Here we report findings from a cross-sectional study of morphosyntactic processing in native German speakers and native English speakers enrolled in college-level German courses. Event-related brain potentials were recorded while participants read sentences that were either well-formed or violated German subject–verb agreement. Results showed that grammatical violations elicited large P600 effects in the native Germans and learners enrolled in third-year courses. Grand mean waveforms for learners enrolled in first-year courses showed a biphasic N400–P600 response. However, subsequent correlation analyses revealed that most individuals showed either an N400 or a P600, but not both, and that brain response type was associated with behavioral measures of grammatical sensitivity. These results support models of second language acquisition which implicate qualitative changes in the neural substrates of second language grammar processing associated with learning. Importantly, we show that new insights into L2 learning result when the cross-subject variability is treated as a source of evidence rather than a source of noise.