The cognitive neuroscience of becoming bilingual

双语的认知神经科学

• 批准号: 7226769
• 负责人: PHILLIP J HOLCOMB
• 金额: $ 26.45万
• 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 2010-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7226769
• 关键词: Affect; Architecture; Auditory; Awareness; Basic Science; Behavioral; Behavioral Research; Categories; Classification; Cognitive; Concept Formation; Data; Development; Ensure; Event-Related Potentials; Evolution; Fibrinogen; Growth; Hand; Knowledge; Language; Language Development; Learning; Linguistics; Link; Literature; Masks; Measures; Methodology; Mind; Modality; Modeling; Names; Neighborhoods; Numbers; Orthography; Participant; Performance; Phase; Population; Process; Reaction Time; Reading; Relative (related person); Research Personnel; Research Project Grants; Sampling; Societies; Speed; Staging; Standards of Weights and Measures; Stimulus; Structure; System; Techniques; Testing; Translations; Visual; Vocabulary; Work; Writing; behavior measurement; bilingualism; cognitive neuroscience; concept; design; experience; follow-up; foreign language; interest; language processing; lexical; neuromechanism; programs; relating to nervous system; research study; skills; trend

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)：在世界上大多数地方，双语是常态。即使在以单一语言为主的美国，人们也越来越意识到，在一个互动日益增多的世界里，掌握第二语言对于我们的竞争力至关重要。然而，关于构成单语和双语语言使用的认知和神经系统的一些问题仍然没有解决。这一建议侧重于成为双语所涉及的机制中的一个具体但关键的组成部分--习得和使用第二语言(L2)词汇所涉及的认知和神经过程。利用行为和电生理(ERPs)技术，我们的主要目的是通过对外语学习者的横断面和纵向样本进行二语学习的不同阶段的考察，来描绘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错误数据将使我们能够将我们的数据与先前行为研究中现有的大量文献联系起来。ERP数据将帮助我们跟踪第二语言词汇加工过程中随着熟练程度的变化而发生的数量和质量的变化。此外，通过运用这种认知神经科学的方法，可以更紧密地将第二语言词汇习得中涉及的认知和知觉过程与其潜在的神经机制联系起来。这项提议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：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的表现进行明确的比较。本项目的一个主要目的是测试一个新的二语词汇习得模型(发展交互激活模型)，该模型预测了第二语言习得的三个主要发展结果，即第一语言和第二语言中词汇的形式和意义表征的(重构)结构。这三类实验(共15个)旨在考察该模型所预测的发展趋势：(1)非启动单词识别实验，该实验操纵翻译等价物的拼写邻域、具体性和同源地位；(2)掩蔽启动实验，用于探索二语-二语词汇链接和二语形式-概念链接的演变；(3)语言转换研究，用于探索对每种语言中词汇的相对激活的控制的演变。