Bilingualism yields language-specific plasticity in left hemisphere's circuitry for learning to read in young children
| Autor: | Ioulia Kovelman, Melody S. Berens, Kaja K. Jasińska, Laura-Ann Petitto |
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| Rok vydání: | 2016 |
| Předmět: |
Male
media_common.quotation_subject Cognitive Neuroscience Experimental and Cognitive Psychology Multilingualism 050105 experimental psychology Literacy Lateralization of brain function Functional Laterality 03 medical and health sciences Behavioral Neuroscience 0302 clinical medicine Neuroimaging Reading (process) Neural Pathways Learning to read medicine Humans 0501 psychology and cognitive sciences Child Neuroscience of multilingualism media_common Language Brain Mapping Chi-Square Distribution Spectroscopy Near-Infrared 05 social sciences Neural adaptation Brain Phonology Linguistics Verbal Learning medicine.anatomical_structure Reading Female Psychology 030217 neurology & neurosurgery |
| Zdroj: | Neuropsychologia. 98 |
| ISSN: | 1873-3514 |
| Popis: | How does bilingual exposure impact children's neural circuitry for learning to read? Theories of bilingualism suggests that exposure to two languages may yield a functional and neuroanatomical adaptation to support the learning of two languages (Klein et al., 2014). To test the hypothesis that this neural adaptation may vary as a function of structural and orthographic characteristics of bilinguals' two languages, we compared Spanish-English and French-English bilingual children, and English monolingual children, using functional Near Infrared Spectroscopy neuroimaging (fNIRS, ages 6-10, N =26). Spanish offers consistent sound-to-print correspondences ("phonologically transparent" or "shallow"); such correspondences are more opaque in French and even more opaque in English (which has both transparent and "phonologically opaque" or "deep" correspondences). Consistent with our hypothesis, both French- and Spanish-English bilinguals showed hyperactivation in left posterior temporal regions associated with direct sound-to-print phonological analyses and hypoactivation in left frontal regions associated with assembled phonology analyses. Spanish, but not French, bilinguals showed a similar effect when reading Irregular words. The findings inform theories of bilingual and cross-linguistic literacy acquisition by suggesting that structural characteristics of bilinguals' two languages and their orthographies have a significant impact on children's neuro-cognitive architecture for learning to read. |
| Databáze: | OpenAIRE |
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