scholarly journals Psychological and Electrophysiological Correlates of Word Learning Success

2021 ◽  
Vol 14 (2) ◽  
pp. 171-192
Author(s):  
Nadezhda A. Mkrtychian ◽  
Svetlana N. Kostromina ◽  
Daria S. Gnedykh ◽  
Diana M. Tsvetova ◽  
Evgeny D. Blagovechtchenski ◽  
...  
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Word Reading ◽  
Recognition Task ◽  
Event Related Potentials ◽  
Temporal Correlation ◽  
Learning Success ◽  
Alpha Oscillation ◽  
Related Potentials ◽  
Novel Words

Background. A rich vocabulary supports human achievements in socio-economic activities, education, and communication. It is therefore important to clarify the nature of language acquisition as a complex multidimensional process. However, both the psychological and neurophysiological mechanisms underpinning language learning, as well as the links between them, are still poorly understood. Objective. This study aims to explore the psychological and neurophysiological correlates of successful word acquisition in a person’s native language. Design. Thirty adults read sentences with novel nouns, following which the participants’ electroencephalograms were recorded during a word-reading task. Event-related potentials in response to novel words and alpha oscillation parameters (amplitude, variability, and long-range temporal correlation dynamics) were analyzed. Learning outcomes were assessed at the lexical and semantic levels. Psychological variables measured using Amthauer’s test (verbal abilities), BIS/BAS scales (motivation), and the MSTAT-1 (ambiguity tolerance) and alpha oscillation parameters were factored. Results. Better recognition of novel words was related to two factors which had high factor loadings for all measured alpha oscillation parameters, indicating the role of attention networks and respective neural activity for enabling information processing. More successful learners had lower P200 amplitude, which also suggests higher attention-system involvement. Another factor predicted better acquisition of word meanings for less ambiguity-tolerant students, while the factor which pooled logical conceptual thinking ability and persistence in goal-reaching, positively correlated with acquisition of both word forms and meanings. Conclusion. The psychological factors predominantly correlated with word-learning success in semantic tasks, while neurophysiological variables were linked to performance in the recognition task.

scholarly journals Word Learning in Adults With Second-Language Experience: Effects of Phonological and Referent Familiarity

2013 ◽  
Vol 56 (2) ◽  
pp. 667-678 ◽  
Author(s):  
Margarita Kaushanskaya ◽  
Jeewon Yoo ◽  
Stephanie Van Hecke
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Word Learning ◽  
Learning Experience ◽  
Recognition Task ◽  
Language Experience ◽  
Learning Condition ◽  
Experience Effects ◽  
Novel Word Learning ◽  
Novel Words

Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.

Individual differences predict ERP signatures of second language learning of novel grammatical rules

2017 ◽  
Author(s):  
Emily S Nichols ◽  
Marc F Joanisse
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
First Language ◽  
Event Related Potentials ◽  
Grammatical Gender ◽  
Grammatical Rule ◽  
Related Potentials ◽  
And Gender ◽  
Anterior Negativity

We investigated the extent to which second-language (L2) learning is influenced by the similarity of grammatical features in one’s first language (L1). We used event-related potentials to identify neural signatures of a novel grammatical rule - grammatical gender - in L1 English speakers. Of interest was whether individual differences in L2 proficiency and age of acquisition (AoA) influenced these effects. L2 and native speakers of French read French sentences that were grammatically correct, or contained either a grammatical gender or word order violation. Proficiency and AoA predicted Left Anterior Negativity amplitude, with structure violations driving the proficiency effect and gender violations driving the AoA effect. Proficiency, group, and AoA predicted P600 amplitude for gender violations but not structure violations. Different effects of grammatical gender and structure violations indicate that L2 speakers engage novel grammatical processes differently from L1 speakers and that this varies appreciably based on both AoA and proficiency.

Event-related potentials during Chinese single-character and two-character word reading in children

2019 ◽  
Vol 136 ◽  
pp. 103589 ◽  
Author(s):  
Jason Chor Ming Lo ◽  
Catherine McBride ◽  
Connie Suk-han Ho ◽  
Urs Maurer
Keyword(s):  
Word Reading ◽  
Event Related Potentials ◽  
Single Character ◽  
Related Potentials

scholarly journals Error-Monitoring is Modulated by School Pedagogy

2019 ◽  
Author(s):  
Solange Denervaud ◽  
Jean-François Knebel ◽  
Emeline Mullier ◽  
Patric Hagmann ◽  
Micah M. Murray
Keyword(s):  
Fluid Intelligence ◽  
Recognition Task ◽  
Event Related Potentials ◽  
Anterior Cingulate ◽  
Error Monitoring ◽  
Traditional Curriculum ◽  
Source Estimation ◽  
Related Potentials ◽  
School Pedagogy ◽  
The Impact

Within an inherently dynamic environment, unexpected outcomes are part of daily life. Performance monitoring allows us to detect these events and adjust behavior accordingly. The necessity of such an optimal functioning has made error-monitoring a prominent topic of research over the last decades. Event-related potentials (ERPs) have differentiated between two brain components involved in error-monitoring: the error-related negativity (ERN) and error-related positivity (Pe) that are thought to reflect detection vs. emotional/motivational processing of errors, respectively. Both ERN and Pe depend on the protracted maturation of the frontal cortices and anterior cingulate through adolescence. To our knowledge, the impact of schooling pedagogy on error-monitoring and its brain mechanisms remains unknown and was the focus of the present study. Swiss schoolchildren completed a continuous recognition task while 64-channel EEG was recorded and later analyzed within an electrical neuroimaging framework. They were enrolled either in a Montessori curriculum (N=13), consisting of self-directed learning through trial-and-error activities with sensory materials, or a traditional curriculum (N=14), focused on externally driven activities mainly based on reward feedback. The two groups were controlled for age, gender, socio-economic status, parental educational style, and scores of fluid intelligence. The ERN was significantly enhanced in Montessori schoolchildren (driven by a larger response to errors), with source estimation differences localized to the cuneus and precuneus. In contrast, the Pe was enhanced in traditional schoolchildren (driven by a larger response to correct trials), with source estimation differences localized to the ventral anterior cingulate. Receiver operating characteristic (ROC) analysis demonstrated that the ERN and Pe could reliably classify if a child was following a Montessori or traditional curriculum. Brain activity subserving error-monitoring is modulated differently according to school pedagogy.

scholarly journals Gaming enhances learning-induced plastic changes in the brain

2020 ◽  
Author(s):  
Katja Junttila ◽  
Anna-Riikka Smolander ◽  
Reima Karhila ◽  
Anastasia Giannakopoulou ◽  
Maria Uther ◽  
...  
Keyword(s):  
Language Learning ◽  
Event Related Potentials ◽  
Speech Sounds ◽  
Digital Game ◽  
Game Based Learning ◽  
Brain Response ◽  
Related Potentials ◽  
Plastic Changes ◽  
Game Condition ◽  
The Brain

Learning is increasingly assisted by technology. Digital games may be useful for learning, especially in children. However, more research is needed to understand the factors that induce gaming benefits to cognition. In this study, we investigated the effectiveness of digital game-based learning approach in children by comparing the learning of foreign speech sounds and words in a digital game or a non-game digital application with equal amount of exposure and practice. To evaluate gaming-induced plastic changes in the brain function, we used the mismatch negativity (MMN) brain response that reflects the activation of long-term memory representations for speech sounds and words. We recorded auditory event-related potentials (ERPs) from 37 school-aged Finnish-speaking children before and after playing the “Say it again, kid!” (SIAK) language-learning game where they explored game boards, produced English words aloud, and got stars as feedback from an automatic speech recognizer to proceed in the game. The learning of foreign speech sounds and words was compared in two conditions embedded in the game: a game condition and a non-game condition with the same speech production task but lacking visual game elements and feedback. The MMN amplitude increased between the pre-measurement and the post-measurement for the word trained with the game but not for the word trained with the non-game condition, suggesting that the gaming intervention enhanced learning more than the non-game intervention. The results indicate that digital game-based learning can be beneficial for children’s language learning and that gaming elements per se, not just practise time, support learning.

scholarly journals A Laboratory Word Memory Test Analogue Differentiates Intentional Feigning from True Responding Using the P300 Event-Related Potential

2019 ◽  
Vol 9 (5) ◽  
pp. 109 ◽  
Author(s):  
John F. Shelley-Tremblay ◽  
Joshua C. Eyer ◽  
Benjamin D. Hill
Keyword(s):  
Cognitive Impairment ◽  
Recognition Task ◽  
Event Related Potentials ◽  
Memory Test ◽  
Event Related Potential ◽  
P300 Amplitude ◽  
Word Memory Test ◽  
Word Memory ◽  
Feigned Cognitive Impairment ◽  
Related Potentials

Symptom exaggeration and feigned cognitive impairment occur commonly in forensic and medicolegal evaluations. As a result, methods to detect feigned cognitive impairment are an indispensable component of neuropsychological assessments. This study reports the results of two neurophysiological experiments using a forced-choice recognition task built from the stimuli of the Word Memory Test and Medical Symptom Validity Test as well as a new linguistically informed stimulus set. Participant volunteers were instructed either to do their best or to feign cognitive impairment consistent with a mild traumatic brain injury while their brain activity was monitored using event-related potentials (ERP). Experiment 1 varied instructions across individuals, whereas Experiment 2 varied instructions within individuals. The target brain component was a positive deflection indicating stimulus recognition that occurs approximately 300 ms after exposure to a stimulus (i.e., the P300). Multimodal comparison (P300 amplitude to behavioral accuracy) allowed the detection of feigned cognitive impairment. Results indicate that, for correct responses, P300s were equivalent for the simulated malingering and good effort conditions. However, for incorrect responses, feigned impairment produced reliable but significantly reduced P300 amplitudes. Although the P300 is an automatic index of recognition—even when knowledge is hidden—its amplitude appears capable of modulation by feigning strategies. Implications of this finding are discussed for research and clinical applications.

scholarly journals Visual Event-Related Potentials to Novel Objects Predict Rapid Word Learning Ability in 20-Month-Olds

2016 ◽  
Vol 41 (5-8) ◽  
pp. 308-323 ◽  
Author(s):  
Kristina Borgström ◽  
Janne von Koss Torkildsen ◽  
Magnus Lindgren
Keyword(s):  
Word Learning ◽  
Event Related Potentials ◽  
Learning Ability ◽  
Novel Objects ◽  
Related Potentials

Comparison of Early Cortical Networks in Efficient and Inefficient Visual Search: An Event-Related Potential Study

2003 ◽  
Vol 15 (7) ◽  
pp. 1039-1051 ◽  
Author(s):  
Ute Leonards ◽  
Julie Palix ◽  
Christoph Michel ◽  
Vicente Ibanez
Keyword(s):  
Event Related Potentials ◽  
Temporal Correlation ◽  
Temporal Analysis ◽  
Search Display ◽  
Stimulus Onset ◽  
Event Related Potential ◽  
Time Range ◽  
Cortical Networks ◽  
Related Potentials ◽  
Spatio Temporal

Functional magnetic resonance imaging studies have indicated that efficient feature search (FS) and inefficient conjunction search (CS) activate partially distinct frontoparietal cortical networks. However, it remains a matter of debate whether the differences in these networks reflect differences in the early processing during FS and CS. In addition, the relationship between the differences in the networks and spatial shifts of attention also remains unknown. We examined these issues by applying a spatio-temporal analysis method to high-resolution visual event-related potentials (ERPs) and investigated how spatio-temporal activation patterns differ for FS and CS tasks. Within the first 450 msec after stimulus onset, scalp potential distributions (ERP maps) revealed 7 different electric field configurations for each search task. Configuration changes occurred simultaneously in the two tasks, suggesting that contributing processes were not significantly delayed in one task compared to the other. Despite this high spatial and temporal correlation, two ERP maps (120–190 and 250–300 msec) differed between the FS and CS. Lateralized distributions were observed only in the ERP map at 250–300 msec for the FS. This distribution corresponds to that previously described as the N2pc component (a negativity in the time range of the N2 complex over posterior electrodes of the hemisphere contralateral to the target hemifield), which has been associated with the focusing of attention onto potential target items in the search display. Thus, our results indicate that the cortical networks involved in feature and conjunction searching partially differ as early as 120 msec after stimulus onset and that the differences between the networks employed during the early stages of FS and CS are not necessarily caused by spatial attention shifts.

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