Implicit and explicit second language training recruit common neural mechanisms for syntactic processing.
Implicit and explicit second language training recruit common neural mechanisms for syntactic processing.
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DOI：
10.1162/jocn_a_00354
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发表时间：
2013-06
影响因子：
3.2
通讯作者：
Neville H
中科院分区：
文献类型：
--
作者：
Batterink L;Neville H
与母语习得相反，成人第二语言（L2）习得发生在高度可变的学习条件下。虽然大多数成年人至少部分通过显性教学获得第二语言，如在课堂环境中，但许多其他人主要通过内隐接触获得第二语言，如典型的浸入式环境。习得环境的这些差异是否在决定二语语法加工最终招募的神经机制中起作用尚未得到很好的表征。本研究采用一种新的实验室语言学习范式，通过比较内隐暴露和外显指导条件下习得的新二语句法规则的事件相关电位反应，探讨了这一问题。在这些刺激下，母语者对句法违规表现出双相反应，包括较早的消极反应和较晚的P600效应。仅仅经过一个小时的训练，隐性训练和显性训练的学习者都能发现语法错误，也能产生P600效应。相比之下，不能区分语法正确和错误句子的学习者没有表现出显著的P600效应。P600效应的大小与学习者的行为熟练程度相关。行为测量显示，内隐组和外显组的成功学习者都获得了关于第二语言语法规则的明确的、可言语化的知识。综上所述，这些结果表明，无论训练条件如何，由P600索引的晚期控制机制在处理晚期习得的第二语言语法中起着至关重要的作用。这些发现强调了后期注意依赖过程的显著可塑性及其在终身学习中的重要性。
In contrast to native language acquisition, adult second language (L2) acquisition occurs under highly variable learning conditions. While most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition environment play a role in determining the neural mechanisms that are ultimately recruited to process L2 grammar has not been well characterized. The present study investigated this issue by comparing the event-related potential response to novel L2 syntactic rules acquired under conditions of implicit exposure and explicit instruction, using a novel laboratory language-learning paradigm. Native speakers tested on these stimuli showed a biphasic response to syntactic violations, consisting of an earlier negativity followed by a later P600 effect. After merely an hour of training, both implicitly- and explicitly-trained learners who were capable of detecting grammatical violations also elicited P600 effects. In contrast, learners who were unable to discriminate between grammatically correct and incorrect sentences did not show significant P600 effects. The magnitude of the P600 effect was found to correlate with learners’ behavioral proficiency. Behavioral measures revealed that successful learners from both the implicit and explicit groups gained explicit, verbalizable knowledge about the L2 grammar rules. Taken together, these results indicate that late, controlled mechanisms indexed by the P600 play a crucial role in processing a late-learned L2 grammar, regardless of training condition. These findings underscore the remarkable plasticity of later, attention-dependent processes and their importance in lifelong learning.
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影响因子：
1.7
作者：
Dehaene, S;Dupoux, E;LeBihan, D
通讯作者：
LeBihan, D
DOI：
10.1073/pnas.012611199
发表时间：
2002-01-08
影响因子：
11.1
作者：
Friederici, AD;Steinhauer, K;Pfeifer, E
通讯作者：
Pfeifer, E
影响因子：
2.5
作者：
FRIEDERICI, AD
通讯作者：
FRIEDERICI, AD
影响因子：
3.2
作者：
Davidson, Douglas J.;Indefrey, Peter
通讯作者：
Indefrey, Peter
影响因子：
3.2
作者：
Gillon Dowens, Margaret;Vergara, Marta;Carreiras, Manuel
通讯作者：
Carreiras, Manuel