Motor resonance during linguistic processing as shown by EEG in a naturalistic VR environment.

Embodied cognition studies have shown motor resonance during action language processing, indicating that linguistic representations are at least partially multimodal. However, constraints of this activation linked to linguistic and extra-linguistic context, function and timing have not yet been fully explored. Importantly, embodied cognition binds social and physical contexts to cognition, suggesting that more ecologically valid contexts will yield more valid measures of cognitive processing. Herein, we measured cortical motor activation during language processing in a fully immersive Cave automatic virtual environment (CAVE). EEG was recorded while participants engaged in a Go/No-Go task. They heard action verbs and, for Go trials, performed a corresponding action on a virtual object. ERSP (event-related spectral perturbation) was calculated during verb processing, corresponding to the pattern of power suppression (event-related desynchronization - ERD) and enhancement (event-related synchronization - ERS) relative to the reference interval. Significant ERD emerged during verb processing in both the µ (8-13 Hz) and beta band (20-30 Hz) for both Go and No-Go trials. µ ERD emerged in the 400-500 msec time window, associated with lexical-semantic processing. Greater µ ERD emerged for Go compared to No-Go trials. The present results provide compelling evidence in a naturalistic setting of how motor and linguistic processes interact.

The Neural Correlates of Embodied L2 Learning: Does Embodied L2 Verb Learning Affect Representation and Retention?

We investigated how naturalistic actions in a highly immersive, multimodal, interactive 3D virtual reality (VR) environment may enhance word encoding by recording EEG in a pre/post-test learning paradigm. While behavior data have shown that coupling word encoding with gestures congruent with word meaning enhances learning, the neural underpinnings of this effect have yet to be elucidated. We coupled EEG recording with VR to examine whether embodied learning improves learning and creates linguistic representations that produce greater motor resonance. Participants learned action verbs in an L2 in two different conditions: specific action (observing and performing congruent actions on virtual objects) and pointing (observing actions and pointing to virtual objects). Pre- and post-training participants performed a match-mismatch task as we measured EEG (variation in the N400 response as a function of match between observed actions and auditory verbs) and a passive listening task while we measured motor activation (mu [8-13 Hz] and beta band [13-30 Hz] desynchronization during auditory verb processing) during verb processing. Contrary to our expectations, post-training results revealed neither semantic nor motor effects in either group when considered independently of learning success. Behavioral results showed a great deal of variability in learning success. When considering performance, low performance learners showed no semantic effect and high performance learners exhibited an N400 effect for mismatch versus match trials post-training, independent of the type of learning. Taken as a whole, our results suggest that embodied processes can play an important role in L2 learning.

The Online Processing of Korean Case by Native Korean Speakers and Second Language Learners as Revealed by Eye Movements.

Previous experimental studies have reported clear differences between native speakers and second language (L2) learners as concerns their capacity to extract and exploit morphosyntactic information during online processing. We examined the online processing of nominal case morphology in Korean by native speakers and L2 learners by contrasting canonical (SOV) and scrambled (OSV) structures, across auditory (Experiment 1) and written (Experiment 2) formats. Moreover, we compared different instances of nominal case marking: accusative (NOM-ACC) and dative (NOM-DAT). During auditory processing, Koreans showed incremental processing based on case information, with no effect of scrambling or specific case marking. In contrast, the L2 group showed no evidence of predictive processing and was negatively impacted by scrambling, especially for the accusative. During reading, both Koreans and the L2 group showed a cost of scrambling on first pass reading times, specifically for the dative. Lastly, L2 learners showed better comprehension for scrambled dative than accusative structures across formats. The current set of results show that format, the specific case marking, and word order all affect the online processing of nominal case morphology.

The effect of phonological realization of inflectional morphology on verbal agreement in French: evidence from ERPs.

The present study examined the impact of the phonological realization of morphosyntactic agreement within the inflectional phrase (IP) in written French, as revealed by ERPs. In two independent experiments, we varied the presence vs. absence of phonological cues to morphological variation. Of interest was whether a graded ERP response to these different conditions could be found in native speakers (Experiment 1), and whether non-native learners would benefit from the presence of phonological cues (Experiment 2). The results for native French speakers showed that compared to grammatically correct instances, phonologically realized inflectional errors produced a significant P600 response, which was statistically larger than that produced by errors that were silent. German L1-French L2 learners showed similar benefits of the phonological realization of morphemes. Phonologically realized errors produced a robust P600 response whereas silent errors produced no robust effects. Implications of these results are discussed in reference to previous studies of L2 acquisition of morphosyntax.

Second-language learning and changes in the brain.

Presumably, second-language (L2) learning is mediated by changes in the brain. Little is known about what changes in the brain, how the brain changes, or when these changes occur during learning. Here, we illustrate by way of example how modern brain-based methods can be used to discern some of the changes that occur during L2 learning. Preliminary results from three studies indicate that classroom-based L2 instruction can result in changes in the brain's electrical activity, in the location of this activity within the brain, and in the structure of the learners' brains. These changes can occur during the earliest stages of L2 acquisition.

Activation of writing-specific brain regions when reading Chinese as a second language. Effects of training modality and transfer to novel characters.

We examined the implication of training modality on the cortical representation of Chinese words in adult second language learners of Chinese. In particular, we tested the implication of the neural substrates of writing in a reading task. The brain network sustaining finger writing was defined neuroanatomically based on an independent functional localizer. We examined the brain activations elicited by Chinese words learned via writing vs. pronunciation, and by novel untrained words, within regions of interest (ROIs) defined according to the position of the activation peaks in the localizer, and at the whole brain level. We revealed activations in the reading task that overlapped with several parts of the finger writing network. In addition, our results provide evidence that the neural substrates of writing are differentially involved in reading depending on the stored knowledge for words, as revealed by the fine-grained response of several regions including the left superior parietal lobule and left precentral gyrus / superior frontal sulcus to the experimental manipulations. Training modality and the linguistic properties of the characters also impacted the response of the left mid-fusiform gyrus, confirming its involvement as the brain region where linguistic, visual and sensorimotor information converge during orthographic processing. At the behavioral level, global handwriting quality during the training sessions was positively correlated to the final translation performance. Our results demonstrate substantial overlap in the neural substrates of reading and writing, and indicate that some regions sustaining handwriting are differentially involved in reading depending on the type of knowledge associated with words.

Articulation in early and late bilinguals' two languages: evidence from functional magnetic resonance imaging.

The network of cortical and subcortical regions that contribute to articulation was examined in bilinguals using functional magnetic resonance imaging. Participants were all fluent in French and English: half were bilingual from birth and half were 'late bilinguals' who had learned French after the age of 12. Overt articulation resulted in the bilateral activation of the motor cortex, basal ganglia and cerebellum, and also the supplementary motor area, independent of the language spoken. Furthermore, the threshold and extent of the network involved in articulation was identical for the two bilingual groups with the exception of greater variation in the left putamen for the late bilinguals. These data challenge claims that age of acquisition results in fundamental differences in the neural substrates that subserve language in bilinguals.

Perceiving nonnative vowels: the effect of context on perception as evidenced by event-related brain potentials.

In 2 experiments, the authors examined the electrophysiological auditory responses of monolingual French listeners to American English vowel contrasts as a function of the surrounding vowel context. The context was determined on the basis of behavioral results (C. Meunier, C. Frenck-Mestre, T. Lelekov-Boissard, & M. Le Besnaris, 2003, 2004). In the 1st experiment, where the vowel /I/ was placed in a context in which it could easily be discriminated from the surrounding vowels (82% /i/ and 3% /ae/), the electrophysiological response to this vowel showed both acoustic and phonemic responses in line with behavioral results. In the 2nd experiment, where the same vowel /i/ was placed in a difficult context (82% /epsilon/ and 3% /ae/), the electrophysiological response of French participants to this vowel revealed a greatly reduced phonemic response, showing assimilation of the vowel to the surrounding context, again in line with behavioral results. The results of a 3rd control experiment with American participants showed both an acoustic and a phonemic response to the vowel /i/ in the difficult context (82% /epsilon/ and 3% /ae/). This pattern demonstrates the fluctuations in perception as a function of context, and hints at a supple system that may be modified through experience.

Rapid activation of the lexicon: a further investigation with behavioral and computational results.

Priming effects were observed in a categorization task for both prime-target synonym pairs (e.g., boat-ship) and first-associate pairs (e.g., boat-sea). However, the amount and onset of priming were different for synonyms and associated pairs. The effect appeared sooner for synonyms (at prime duration of 43 ms) than for associated words (57 ms onset) but was present for both these relationships at 71 ms of prime presentation. A prime visibility pretest was conducted with the same participants in order to determine the rate of recognition of our prime words. Last, a French matrix of the HAL model was built, which showed that synonyms pairs were semantically closer than associated pairs. These results are in accordance with our previous study (Frenck-Mestre & Bueno, 1999) and are discussed in relation with semantic models, such as Plaut's (1995) distributed model.

Do orthographic cues aid language recognition? A laterality study with French-English bilinguals.

Sixteen French-English late bilinguals performed a speeded language recognition task on lateralized words that were either marked or unmarked for language on the basis of digram frequency. Response latencies were faster to orthographically marked than unmarked words, particularly in the second language (English). Furthermore, L2 marked words were responded to faster than L1 marked words. These effects were especially prominent for words presented in the left visual field. It is suggested that subjects made use of different strategies in performing the task of language recognition task, with a perceptual search strategy deployed to identify orthographically marked words, resulting in an L2 advantage for such words, and a lexical search strategy deployed for unmarked words, resulting in an L1 advantage for such words.

Phonological and orthographic cues enhance the processing of inflectional morphology. ERP evidence from L1 and L2 French.

We report the results of two event-related potential (ERP) experiments in which Spanish learners of French and native French controls show graded sensitivity to verbal inflectional errors as a function of the presence of orthographic and/or phonological cues when reading silently in French. In both experiments, verbal agreement was manipulated in sentential context such that subject verb agreement was either correct, ill-formed and orally realized, involving both orthographic and phonological cues, or ill-formed and silent which involved only orthographic cues. The results of both experiments revealed more robust ERP responses to orally realized than to silent inflectional errors. This was true for L2 learners as well as native controls, although the effect in the learner group was reduced in comparison to the native group. In addition, the combined influence of phonological and orthographic cues led to the largest differences between syntactic/phonological conditions. Overall, the results suggest that the presence of phonological cues may enhance L2 readers' sensitivity to morphology but that such may appear in L2 processing only when sufficient proficiency is attained. Moreover, both orthographic and phonological cues are used when available.

Are phonological representations in bilinguals language specific? An ERP study on interlingual homophones.

Event-related potentials (ERPs) served to investigate whether phonological representations from both the first (L1) and second (L2) language of bilinguals are activated during silent reading of L2 words. French-English late bilinguals and control monolingual English speakers read interlingual homophones (e.g., "knee" in English, which has substantial phonological overlap with the French word "nid," meaning "nest") and matched control words. Results showed a reduction in N400 amplitude in response to interlingual homophones in comparison to control words for bilinguals, but not for English monolinguals. The reduced N400 response to homophones in bilinguals suggests facilitation of word recognition. These results suggest parallel activation of both L1 and L2 phonological representations when reading silently in the L2. These findings point to a language nonspecific model for bilinguals at the phonological level of representation.

Eye-movement patterns of readers with down syndrome during sentence-processing: an exploratory study.

Eye movements were examined to determine how readers with Down syndrome process sentences online. Participants were 9 individuals with Down syndrome ranging in reading level from Grades 1 to 3 and a reading-level-matched control group. For syntactically simple sentences, the pattern of reading times was similar for the two groups, with longer reading times found at sentence end. This "wrap-up" effect was also found in the first reading of more complex sentences for the control group, whereas it only emerged later for the readers with Down syndrome. Our results provide evidence that eye movements can be used to investigate reading in individuals with Down syndrome and underline the need for future studies.

The activation of semantic memory: effects of prime exposure, prime-target relationship, and task demands.

Priming facilitation was examined under conditions of brief incremental prime exposures (28, 43, 71, and 199 msec) under masked conditions for two types of lexical relationships (associative-semantic pairs, such as "wolf-fox," and semantic-feature pairs, such as "whale-dolphin") and in two tasks (primed lexical decision and semantic categorization). The results of eight experiments revealed, first, that priming elicits faster response times for semantic-feature pairs. The associative-semantic pairs produced priming only at the longer prime exposures. Second, priming was observed earlier for semantic categorization than for the lexical decision task, in which priming was observed only at the longer stimulus onset asynchronies. Finally, our results allowed us to discredit the congruency hypothesis, according to which priming is due to a common categorical response for the prime and target words. The implications of these results for current theories of semantic priming are discussed.