A complementary systems account of word learning: neural and behavioural evidence.
A complementary systems account of word learning: neural and behavioural evidence.
复制标题
DOI：
10.1098/rstb.2009.0111
复制
发表时间：
2009-12-27
期刊：
影响因子：
--
通讯作者：
Gaskell MG
中科院分区：
文献类型：
--
作者：
Davis MH;Gaskell MG
在本文中，我们提出了一个新的理论的认知和神经过程，成年人学习新的口语单词。这个建议建立在词汇处理和口语识别的神经计算帐户和记忆的互补学习系统（CLS）模型的基础上。我们回顾的证据，从行为研究的单词学习，符合CLS帐户，词汇习得的两个阶段：快速初始熟悉缓慢的词汇巩固。这些阶段广泛地映射到两个系统，涉及不同方面的文字学习：（i）快速，初始收购支持的内侧颞叶和海马学习，（ii）较慢的新皮层学习实现离线巩固以前获得的信息。我们回顾了与此一致的行为和神经科学证据，包括PET和功能性磁共振成像（fMRI）研究的荟萃分析，这些研究对比了对口语和假词的反应。从这个荟萃分析中，我们得到的位置和方向的皮质反应变化的预测熟悉假词。这使我们能够评估学习引起的变化，将伪词反应转换为真实的词反应的证据。结果提供了独特的支持CLS帐户，因为海马反应在初始学习过程中的变化，而皮质反应的伪词只会成为单词一样，如果一夜之间巩固以下初始学习。
In this paper we present a novel theory of the cognitive and neural processes by which adults learn new spoken words. This proposal builds on neurocomputational accounts of lexical processing and spoken word recognition and complementary learning systems (CLS) models of memory. We review evidence from behavioural studies of word learning that, consistent with the CLS account, show two stages of lexical acquisition: rapid initial familiarization followed by slow lexical consolidation. These stages map broadly onto two systems involved in different aspects of word learning: (i) rapid, initial acquisition supported by medial temporal and hippocampal learning, (ii) slower neocortical learning achieved by offline consolidation of previously acquired information. We review behavioural and neuroscientific evidence consistent with this account, including a meta-analysis of PET and functional Magnetic Resonance Imaging (fMRI) studies that contrast responses to spoken words and pseudowords. From this meta-analysis we derive predictions for the location and direction of cortical response changes following familiarization with pseudowords. This allows us to assess evidence for learning-induced changes that convert pseudoword responses into real word responses. Results provide unique support for the CLS account since hippocampal responses change during initial learning, whereas cortical responses to pseudowords only become word-like if overnight consolidation follows initial learning.
登录
查看更多内容
影响因子：
2.6
作者：
Dahan, D;Magnuson, JS;Tanenhaus, MK
通讯作者：
Tanenhaus, MK
影响因子：
3.5
作者：
Buzsáki, G
通讯作者：
Buzsáki, G
影响因子：
3.4
作者：
Altmann, GTM;Kamide, Y
通讯作者：
Kamide, Y
影响因子：
3.5
作者：
Bayley, P. J.;O'Reilly, R. C.;Squire, L. R.
通讯作者：
Squire, L. R.
影响因子：
2
作者：
Brawn, Timothy P.;Fenn, Kimberly M.;Margoliash, Daniel
通讯作者：
Margoliash, Daniel