Unlocking adults' implicit statistical learning by cognitive depletion.

Human learning is supported by multiple neural mechanisms that maturate at different rates and interact in mostly cooperative but also sometimes competitive ways. We tested the hypothesis that mature cognitive mechanisms constrain implicit statistical learning mechanisms that contribute to early language acquisition. Specifically, we tested the prediction that depleting cognitive control mechanisms in adults enhances their implicit, auditory word-segmentation abilities. Young adults were exposed to continuous streams of syllables that repeated into hidden novel words while watching a silent film. Afterward, learning was measured in a forced-choice test that contrasted hidden words with nonwords. The participants also had to indicate whether they explicitly recalled the word or not in order to dissociate explicit versus implicit knowledge. We additionally measured electroencephalography during exposure to measure neural entrainment to the repeating words. Engagement of the cognitive mechanisms was manipulated by using two methods. In experiment 1 (n = 36), inhibitory theta-burst stimulation (TBS) was applied to the left dorsolateral prefrontal cortex or to a control region. In experiment 2 (n = 60), participants performed a dual working-memory task that induced high or low levels of cognitive fatigue. In both experiments, cognitive depletion enhanced word recognition, especially when participants reported low confidence in remembering the words (i.e., when their knowledge was implicit). TBS additionally modulated neural entrainment to the words and syllables. These findings suggest that cognitive depletion improves the acquisition of linguistic knowledge in adults by unlocking implicit statistical learning mechanisms and support the hypothesis that adult language learning is antagonized by higher cognitive mechanisms.

GECO-CN: Ghent Eye-tracking COrpus of sentence reading for Chinese-English bilinguals.

The current work presents the very first eye-tracking corpus of natural reading by Chinese-English bilinguals, whose two languages entail different writing systems and orthographies. Participants read an entire novel in these two languages, presented in paragraphs on screen. Half of the participants first read half of the novel in their native language (Simplified Chinese) and then the rest of the novel in their second language (English), while the other half read in the reverse language order. This article presents some important basic descriptive statistics of reading times and compares the difference between reading in the two languages. However, this unique eye-tracking corpus also allows the exploration of theories of language processing and bilingualism. Importantly, it provides a solid and reliable ground for studying the difference between Eastern and Western languages, understanding the impact and consequences of having a completely different first language on bilingual processing. The materials are freely available for use by researchers interested in (bilingual) reading.

Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO).

Scientific studies of language behavior need to grapple with a large diversity of languages in the world and, for reading, a further variability in writing systems. Yet, the ability to form meaningful theories of reading is contingent on the availability of cross-linguistic behavioral data. This paper offers new insights into aspects of reading behavior that are shared and those that vary systematically across languages through an investigation of eye-tracking data from 13 languages recorded during text reading. We begin with reporting a bibliometric analysis of eye-tracking studies showing that the current empirical base is insufficient for cross-linguistic comparisons. We respond to this empirical lacuna by presenting the Multilingual Eye-Movement Corpus (MECO), the product of an international multi-lab collaboration. We examine which behavioral indices differentiate between reading in written languages, and which measures are stable across languages. One of the findings is that readers of different languages vary considerably in their skipping rate (i.e., the likelihood of not fixating on a word even once) and that this variability is explained by cross-linguistic differences in word length distributions. In contrast, if readers do not skip a word, they tend to spend a similar average time viewing it. We outline the implications of these findings for theories of reading. We also describe prospective uses of the publicly available MECO data, and its further development plans.

Category specific recall in acute stroke: a case with letter speech.

Category selective recall in spontaneous speech after stroke has been reported only rarely. We recently described three cases demonstrating transient number speech in the acute stage of left hemispheric stroke and hypothesized a link with multilingualism and mathematical proficiency. In this report, we describe a similar case with a transient episode of utterances of randomly selected letters. Like in the three previous cases, this episode was preceded by a brief stage of mutism and ultimately evolved to Wernicke's aphasia over a period of days. This phenomenon is reviewed with reference to linguistic models and neuroanatomic and neurophysiological correlates.

How well do word recognition measures correlate? Effects of language context and repeated presentations.

In the present study we assessed the extent to which different word recognition time measures converge, using large databases of lexical decision times and eyetracking measures. We observed a low proportion of shared variance between these measures, which limits the validity of lexical decision times to real-life reading. We further investigated and compared the role of word frequency and length, two important predictors of word-processing latencies in these paradigms, and found that they influenced the measures to different extents. A second analysis of two different eyetracking corpora compared the eyetracking reading times for short paragraphs with those from reading of an entire book. Our results revealed that the correlations between eyetracking reading times of identical words in two different corpora are also low, suggesting that the higher-order language context in which words are presented plays a crucial role. Finally, our findings indicate that lexical decision times better resemble the average processing time of multiple presentations of the same word, across different language contexts.

Children retain implicitly learned phonological sequences better than adults: a longitudinal study.

Whereas adults often rely on explicit memory, children appear to excel in implicit memory, which plays an important role in the acquisition of various cognitive skills, such as those involved in language. The current study aimed to test the assertion of an age-dependent shift in implicit versus explicit learning within a theoretical framework that explains the link between implicit sequence memory and word-form acquisition, using the Hebb repetition paradigm. We conducted a one-year, multiple-session longitudinal study in which we presented auditory sequences of syllables, co-presented with pictures of aliens, for immediate serial recall by a group of children (8-9 years) and by an adult group. The repetition of one Hebb sequence was explicitly announced, while the repetition of another Hebb sequence was unannounced and, therefore, implicit. Despite their overall inferior recall performance, the children showed better offline retention of the implicit Hebb sequence, compared with adults who showed a significant decrement across the delays. Adults had gained more explicit knowledge of the implicit sequence than children, but this could not explain the age-dependent decline in the delayed memory for it. There was no significant age-effect for delayed memory of the explicit Hebb sequence, with both age groups showing retention. Overall performance by adults was positively correlated with measures of post-learning awareness. Performance by children was positively correlated with vocabulary knowledge. We conclude that children outperform adults in the retention over time of implicitly learned phonological sequences that will gradually consolidate into novel word-forms. The findings are discussed in the light of maturational differences for implicit versus explicit memory systems that also play a role in language acquisition. A video abstract of this article can be viewed at: https://youtu.be/G5nOfJB72t4.

Cognate effects and cognitive control in patients with parallel and differential bilingual aphasia.

BACKGROUND: Until today, there is no satisfying explanation for why one language may recover worse than another in differential bilingual aphasia. One potential explanation that has been largely unexplored is that differential aphasia is the consequence of a loss of language control rather than a loss of linguistic representations. Language control is part of a general control mechanism that also manages non-linguistic cognitive control. If this system is impaired, patients with differential aphasia could still show bilingual language activation, but they may be unable to manage activation in non-target languages, so that performance in another language is hindered. AIMS: To investigate whether a loss of cognitive control, rather than the loss of word representations in a particular language, might underlie differential aphasia symptoms. METHODS & PROCEDURES: We compared the performance of seven bilinguals with differential and eight bilinguals with parallel aphasia with 19 control bilinguals in a lexical decision and a flanker task to assess bilingual language co-activation and non-linguistic control respectively. OUTCOMES & RESULTS: We found similar cognate effects in the three groups, indicating similar lexical processing across groups. Additionally, we found a larger non-linguistic control congruency effect only for the patients with differential aphasia. CONCLUSIONS & IMPLICATIONS: The present data indicate preserved language co-activation for patients with parallel as well as differential aphasia. Furthermore, the results suggest a general cognitive control dysfunction, specifically for differential aphasia. Taken together, the results of the current study provide further support for the hypothesis of impaired cognitive control abilities in patients with differential aphasia, which has both theoretical and practical implications.

Neural overlap of L1 and L2 semantic representations in speech: A decoding approach.

Although research has now converged towards a consensus that both languages of a bilingual are represented in at least partly shared systems for language comprehension, it remains unclear whether both languages are represented in the same neural populations for production. We investigated the neural overlap between L1 and L2 semantic representations of translation equivalents using a production task in which the participants had to name pictures in L1 and L2. Using a decoding approach, we tested whether brain activity during the production of individual nouns in one language allowed predicting the production of the same concepts in the other language. Because both languages only share the underlying semantic representation (sensory and lexical overlap was maximally avoided), this would offer very strong evidence for neural overlap in semantic representations of bilinguals. Based on the brain activation for the individual concepts in one language in the bilateral occipito-temporal cortex and the inferior and the middle temporal gyrus, we could accurately predict the equivalent individual concepts in the other language. This indicates that these regions share semantic representations across L1 and L2 word production.

Mapping the interplay among cognitive biases, emotion regulation, and depressive symptoms.

Cognitive biases and emotion regulation (ER) difficulties have been instrumental in understanding hallmark features of depression. However, little is known about the interplay among these important risk factors to depression. This cross-sectional study investigated how multiple cognitive biases modulate the habitual use of ER processes and how ER habits subsequently regulate depressive symptoms. All participants first executed a computerised version of the scrambled sentences test (interpretation bias measure) while their eye movements were registered (attention bias measure) and then completed questionnaires assessing positive reappraisal, brooding, and depressive symptoms. Path and bootstrapping analyses supported both direct effects of cognitive biases on depressive symptoms and indirect effects via the use of brooding and via the use of reappraisal that was in turn related to the use of brooding. These findings help to formulate a better understanding of how cognitive biases and ER habits interact to maintain depressive symptoms.

Presenting GECO: An eyetracking corpus of monolingual and bilingual sentence reading.

This article introduces GECO, the Ghent Eye-Tracking Corpus, a monolingual and bilingual corpus of the eyetracking data of participants reading a complete novel. English monolinguals and Dutch-English bilinguals read an entire novel, which was presented in paragraphs on the screen. The bilinguals read half of the novel in their first language, and the other half in their second language. In this article, we describe the distributions and descriptive statistics of the most important reading time measures for the two groups of participants. This large eyetracking corpus is perfectly suited for both exploratory purposes and more directed hypothesis testing, and it can guide the formulation of ideas and theories about naturalistic reading processes in a meaningful context. Most importantly, this corpus has the potential to evaluate the generalizability of monolingual and bilingual language theories and models to the reading of long texts and narratives. The corpus is freely available at http://expsy.ugent.be/downloads/geco .

The involvement of long-term serial-order memory in reading development: A longitudinal study.

Recent findings suggest that Hebb repetition learning-a paradigmatic example of long-term serial-order learning-is impaired in adults with dyslexia. The current study further investigated the link between serial-order learning and reading using a longitudinal developmental design. With this aim, verbal and visual Hebb repetition learning performance and reading skills were assessed in 96 Dutch-speaking children who we followed from first through second grade of primary school. We observed a positive association between order learning capacities and reading ability as well as weaker Hebb learning performance in early readers with poor reading skills even at the onset of reading instruction. Hebb learning further predicted individual differences in later (nonword) reading skills. Finally, Hebb learning was shown to explain a significant part of the variance in reading performance above and beyond phonological awareness. These findings highlight the role of serial-order memory in reading ability.

Brain Circuit for Cognitive Control is Shared by Task and Language Switching.

Controlling multiple languages during speech production is believed to rely on functional mechanisms that are (at least partly) shared with domain-general cognitive control in early, highly proficient bilinguals. Recent neuroimaging results have indeed suggested a certain degree of neural overlap between language control and nonverbal cognitive control in bilinguals. However, this evidence is only indirect. Direct evidence for neural overlap between language control and nonverbal cognitive control can only be provided if two prerequisites are met: Language control and nonverbal cognitive control should be compared within the same participants, and the task requirements of both conditions should be closely matched. To provide such direct evidence for the first time, we used fMRI to examine the overlap in brain activation between switch-specific activity in a linguistic switching task and a closely matched nonlinguistic switching task, within participants, in early, highly proficient Spanish-Basque bilinguals. The current findings provide direct evidence that, in these bilinguals, highly similar brain circuits are involved in language control and domain-general cognitive control.

Can Faces Prime a Language?

Bilinguals have two languages that are activated in parallel. During speech production, one of these languages must be selected on the basis of some cue. The present study investigated whether the face of an interlocutor can serve as such a cue. Spanish-Catalan and Dutch-French bilinguals were first familiarized with certain faces, each of which was associated with only one language, during simulated Skype conversations. Afterward, these participants performed a language production task in which they generated words associated with the words produced by familiar and unfamiliar faces displayed on-screen. When responding to familiar faces, participants produced words faster if the faces were speaking the same language as in the previous Skype simulation than if the same faces were speaking a different language. Furthermore, this language priming effect disappeared when it became clear that the interlocutors were actually bilingual. These findings suggest that faces can prime a language, but their cuing effect disappears when it turns out that they are unreliable as language cues.

Increased susceptibility to proactive interference in adults with dyslexia?

Recent findings show that people with dyslexia have an impairment in serial-order memory. Based on these findings, the present study aimed to test the hypothesis that people with dyslexia have difficulties dealing with proactive interference (PI) in recognition memory. A group of 25 adults with dyslexia and a group of matched controls were subjected to a 2-back recognition task, which required participants to indicate whether an item (mis)matched the item that had been presented 2 trials before. PI was elicited using lure trials in which the item matched the item in the 3-back position instead of the targeted 2-back position. Our results demonstrate that the introduction of lure trials affected 2-back recognition performance more severely in the dyslexic group than in the control group, suggesting greater difficulty in resisting PI in dyslexia.

Is there a cognitive advantage in inhibition and switching for bilingual children? A systematic review.

Several studies have pointed to beneficial effects of bilingualism on executive functioning. However, observations of these beneficial effects have at times proven difficult to reproduce. Moreover, findings of studies on cognitive effects of bilingualism have been contested altogether. These contradictory outcomes leave the research field of bilingualism at unease. In the present review article, we aim to give a systematic overview of previous research on bilingual advantages in inhibition and switching in children up to the age of 12. Particular attention is paid to the experimental tasks that have been applied and the persistence of possible effects throughout critical and post-critical periods for cognitive development in children. In doing so, the review gives an insight in both the validity and robustness of possible domain-general cognitive effects of bilingualism in children. Terminological issues are also discussed.

Effects of Healthy Aging and Gender on the Electrophysiological Correlates of Semantic Sentence Comprehension: The Development of Dutch Normative Data.

PURPOSE: The clinical use of event-related potentials in patients with language disorders is increasingly acknowledged. For this purpose, normative data should be available. Within this context, healthy aging and gender effects on the electrophysiological correlates of semantic sentence comprehension were investigated. METHOD: One hundred and ten healthy subjects (55 men and 55 women), divided among three age groups (young, middle aged, and elderly), performed a semantic sentence congruity task in the visual modality during electroencephalographic recording. RESULTS: The early visual complex was affected by increasing age as shown by smaller P2 amplitudes in the elderly compared to the young. Moreover, the N400 effect in the elderly was smaller than in the young and was delayed compared to latency measures in both middle-aged and young subjects. The topography of age-related amplitude changes of the N400 effect appeared to be gender specific. The late positive complex effect was increased at frontal electrode sites from middle age on, but this was not statistically significant. No gender effects were detected regarding the early P1, N1, and P2, or the late positive complex effect. CONCLUSION: Especially aging effects were found during semantic sentence comprehension, and this from the level of perceptual processing on. Normative data are now available for clinical use.

Therapy-Induced Electrophysiological Changes in Primary Progressive Aphasia: A Preliminary Study.

Aims: This preliminary study aimed to investigate therapy-induced electrophysiological changes in persons with primary progressive aphasia (PPA). The investigated event-related potential (ERP) components associated with language processing were the mismatch negativity, P300, N400, and P600. Methods: A linguistic ERP test battery and standardized language assessment were administered in four patients with PPA of which two received speech-language therapy (SLT) and two did not receive therapy. The battery was administered twice with approximately 6 months in between in each patient. The results of the follow-up assessments were compared to the results of the initial assessments. Results: Although the results of the behavioral language assessment remained relatively stable between the initial and follow-up assessments, changes in the mean amplitudes, onset latencies, and duration of the ERP components were found in the four patients. In the two patients that did not receive SLT, an increased delay in 50% and a decreased mean amplitude in 25% of the measured ERP components were found. The electrophysiological changes found in the patients that received SLT were variable. Interestingly, the mismatch negativity and the N400 effect elicited by the categorical priming paradigm were less delayed and had an increased mean amplitude at the follow-up assessment in the patient with the non-fluent variant who received SLT. In this patient, the P600 component was absent at the initial assessment but present at the follow-up assessment. Conclusion: Although no clear patterns in electrophysiological changes between patients who received SLT and patients who did not receive SLT were found by our preliminary study, it seems like the SLT induced improvements or compensation mechanisms in some specific language comprehension processes in the patient with the NFV. The results of this study are still preliminary because only four heterogeneous patients were included. Future studies should include larger patient groups of the three clinical variants because the therapy-induced electrophysiological changes might differ depending on the clinical variant and the underlying pathology.

Hands Down: Cognate Effects Persist During Written Word Production.

Words that share form and meaning across two or more languages (i.e., cognates) are generally processed faster than control words (non-cognates) by bilinguals speaking these languages. This so-called cognate effect is considered to be a demonstration of language non-selectivity during bilingual lexical access. Still, research up till now has focused mainly on visual and auditory comprehension. For production, research is almost exclusively limited to speech, leaving written production out of the equation. Hence, the goal of the current study was to examine whether bilinguals activate representations from both languages during typewriting. Dutch-English bilinguals completed second-language written sentences with names of displayed pictures. Low-constraint sentences yielded a cognate facilitation effect, whereas high-constraint sentences did not. These findings suggest that co-activation of similar words across languages also occurs during written production, just as in reading and speaking. Also, the interaction effect with sentence constraint shows that grammatical and semantic sentence restrictions may overrule interlingual facilitation effects.

Improving reading rate prediction with word length information: Evidence from Dutch.

Previous research in English has suggested that reading rate predictions can be improved considerably by taking average word length into account. In this study, we investigated whether the same regularity holds for Dutch. The Dutch language is very similar to English, but words are on average half a letter longer: 5.1 letters per word (in non-fiction) instead of 4.6. We collected reading rates of 62 participants reading 12 texts with varying word lengths and examined which change in the English equation accounts for the Dutch findings. We observed that predictions were close to the best-fitting curve as soon as the average English word length was replaced by the average Dutch word length. The equation predicts that Dutch texts with an average word length of 5.1 letters will be read at a rate of 238 words per minute (wpm). Texts with an average word length of 4.5 letters will be read at 270 wpm, and texts with an average word length of 6.0 letters will be read at a rate of 202 wpm. The findings are in line with the assumption that the longer words in Dutch do not slow down silent reading relative to English and that the word length effect observed in each language is due to word processing effort and not to low-level visual factors.

Less is more: Depleting cognitive resources enhances language learning abilities in adults.

It is still an unresolved question why adults do not learn languages as effortlessly as children do. We tested the hypothesis that the higher cognitive control abilities in adults interfere with implicit learning mechanisms relevant for language acquisition. Across 2 days, Dutch-speaking adults were asked to rapidly recite novel syllable strings in which, unannounced to the participants, the allowed position of a phoneme depended on another adjacent phoneme. Their cognitive control system was either depleted or not depleted prior to learning, after performing an individually tailored dual working-memory task under high or low cognitive load. A third group did not perform any cognitive task prior to training. Speech error analyses revealed stronger (and faster) learning of the novel phoneme combination constraints in the cognitively depleted group compared with the other two groups. This indicates that late-developing cognitive control abilities, and in particular attentional control, constitute an important antagonist of implicit learning behavior relevant for language acquisition. These findings offer novel insights into developmental changes in implicit learning mechanisms and how to alter them temporarily in order to improve language skills in adults. (PsycInfo Database Record (c) 2022 APA, all rights reserved).