The cognitive neuroscience of becoming bilingual

双语的认知神经科学

• 批准号: 6888505
• 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/6888505
• 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）：在世界上大多数地方，双语是常态。即使在美国这个主要是单语社会，人们也越来越意识到，掌握第二语言对我们在日益互动的世界中的竞争力至关重要。然而，关于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得到解决。这个建议的重点是一个具体的，但关键的组成部分，涉及成为双语-认知和神经过程中涉及的获取和使用词汇的第二语言（L2）。使用行为和电生理（ERPs）技术，我们的主要目标是通过在外语学习者的横截面和纵向样本中检查第二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数据将帮助我们跟踪二语词汇加工过程中的质和量的变化。此外，通过采用这种认知神经科学的方法，它将有可能更紧密地联系在第二语言词汇习得的认知和感知过程，其潜在的神经机制。这项建议的一个重要和独特的方面是计划测试两个互补的双语参与者群体：英语母语者学习法语，法语母语者学习英语。这种方法将允许在L1和L2中进行无混淆的性能比较。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（发展互动激活模型），该模型预测了第二语言习得的三个主要发展后果，即第一和第二语言中单词的形式和意义表征的（重构）。三种实验方案本研究共设计了15个实验，旨在探讨该模型所预测的发展趋势：（1）操纵正字法邻近、具体性和翻译对等词同源地位的非启动单字再认实验：（2）用于探索L2-L1词汇连接和L2形式-概念连接演变的掩蔽启动实验;（3）语言转换研究，用于探索每种语言中词汇相对激活控制的演变。