The cognitive neuroscience of becoming bilingual

双语的认知神经科学

• 批准号: 6684557
• 负责人: PHILLIP J HOLCOMB
• 金额: $ 27.9万
• 依托单位: TUFTS UNIVERSITY MEDFORD
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-08-01 至 2008-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6684557
• 关键词: behavioral /social science research tag; clinical research; cognition; evoked potentials; handedness; human subject; language development; language translation; longitudinal human study; multilingualism; neural information processing; neuropsychology; speech recognition; university student; verbal learning; vocabulary; young adult human (21-34)

DESCRIPTION (provided by applicant): In most of the world bilingualism is the norm. Even in the US, a primarily monolingual society, there is a growing awareness that knowledge of a second language is essential to our competitiveness in an increasingly interactive world. However, there are a number of issues concerning the cognitive and neural systems that underlie monolingual and bilingual language use that remain unresolved. This proposal focuses on one specific, but critical component of the mechanisms involved in becoming bilingual - the cognitive and neural processes involved in acquiring and using a vocabulary in a second language (L2). Using both behavioral and electrophysiological (ERPs) techniques, our primary aim is to plot the cognitive and neural consequences of vocabulary acquisition in a foreign language by examining various stages of L2 language learning in both cross-sectional and longitudinal samples of foreign language learners. Reaction time and error data collected in the proposed experiments will allow us to link our data with the large extant literature from prior behavioral studies. The ERP data will help us follow both quantitative and qualitative changes in the processing of L2 words as a function of proficiency. Moreover, by employing this cognitive neuroscience approach it will be possible to more closely tie the cognitive and perceptual processes involved in second language vocabulary acquisition to their underlying neural mechanisms. An important and unique aspect of this proposal is the plan to test two complementary populations of bilingual participants: English native speakers learning French, and French native speakers learning English. This approach will allow unconfounded comparisons of performance in L1 and L2. A major aim of the present project is to test a new model of L2 vocabulary acquisition (the developmental interaction activation model), which predicts three major developmental consequences of second language acquisition in terms of the (re) structuring of form and meaning representations of words in L1 and L2. The three categories of proposed experiments (15 in all) are designed to investigate the developmental trends predicted by this model: (1) unprimed single word recognition experiments manipulating orthographic neighborhood, concreteness, and cognate status of translation equivalents; (2) masked priming studies used to probe the evolution of L2-L1 lexical links and L2 form-concept links; and (3) language switching studies used to probe the evolution of control over the relative activation of words in each language.

描述（由申请人提供）：在世界大部分地区，双语是常态。即使在以单语为主的美国，人们也越来越意识到，在一个日益互动的世界里，掌握第二语言对我们的竞争力至关重要。然而，关于单语和双语语言使用背后的认知和神经系统的一些问题仍未解决。本研究的重点是成为双语者的机制中一个具体而关键的组成部分，即习得和使用第二语言词汇的认知和神经过程。本研究采用行为学和电生理（ERPs）两种技术，通过对外语学习者在二语学习的各个阶段进行横断面和纵向样本研究，旨在研究外语词汇习得的认知和神经后果。在实验中收集的反应时间和错误数据将使我们能够将我们的数据与先前行为研究的大量现存文献联系起来。ERP数据将帮助我们了解二语词汇加工中作为熟练程度函数的定量和定性变化。此外，通过采用这种认知神经科学方法，将有可能更紧密地将第二语言词汇习得中的认知和知觉过程与其潜在的神经机制联系起来。该提案的一个重要而独特的方面是，计划测试两个互补的双语参与者群体：英语母语人士学习法语，法语母语人士学习英语。这种方法将允许对L1和L2的性能进行清晰的比较。本项目的主要目的是测试一个新的二语词汇习得模型（发展互动激活模型），该模型预测了二语习得的三个主要发展后果，即第一语言和第二语言词汇的形式表征和意义表征的（重新）结构。本文设计了三类实验（共15个）来研究该模型预测的发展趋势：(1)无启动的单字识别实验，操作翻译对等词的正字法邻域、具体性和同源状态；(2)隐性启动研究用于探索L2- l1词汇链接和L2形式-概念链接的演变；(3)语言转换研究，探讨不同语言对词汇相对激活的控制演变。