The cognitive neuroscience of becoming bilingual

双语的认知神经科学

• 批准号: 6757149
• 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/6757149
• 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。即使在美国这样一个以单语为主的社会，人们也越来越认识到第二语言知识对于我们在日益互动的世界中保持竞争力至关重要。然而，单语和双语使用背后的认知和神经系统仍有许多问题尚未解决。该提案重点关注双语机制中一个特定但关键的组成部分——获取和使用第二语言（L2）词汇所涉及的认知和神经过程。使用行为和电生理 (ERP) 技术，我们的主要目标是通过检查外语学习者的横向和纵向样本中 L2 语言学习的各个阶段，绘制外语词汇习得的认知和神经后果。在拟议的实验中收集的反应时间和误差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有文献联系起来。 ERP 数据将帮助我们跟踪 L2 单词处理过程中定量和定性的变化，作为熟练程度的函数。此外，通过采用这种认知神经科学方法，将有可能将第二语言词汇习得所涉及的认知和感知过程与其潜在的神经机制更紧密地联系起来。该提案的一个重要且独特的方面是计划测试两个互补的双语参与者群体：以英语为母语的人学习法语，以及以法语为母语的人学习英语。这种方法将允许对 L1 和 L2 的性能进行无混杂的比较。本项目的一个主要目的是测试一种新的 L2 词汇习得模型（发展性互动激活模型），该模型根据 L1 和 L2 中单词的形式和意义表征的（重新）结构来预测第二语言习得的三个主要发展后果。所提出的三类实验（总共 15 个）旨在研究该模型预测的发展趋势：（1）操纵拼写邻域、具体性和翻译对等物的同源状态的无启动单词识别实验； (2) 用于探究 L2-L1 词汇链接和 L2 形式-概念链接演化的掩蔽启动研究； （3）语言转换研究，用于探讨每种语言中单词相对激活控制的演变。