tDCS of right-hemispheric Wernicke's area homologue affects contextual learning of novel lexicon.

Numerous studies have shown robust evidence of the right hemisphere's involvement in the language function, for instance in the processing of intonation, grammar, word meanings, metaphors, etc. However, its role in lexicon acquisition remains obscure. We applied transcranial direct current stimulation (tDCS) over the right-hemispheric homologue of Wernicke's area to assess its putative involvement in the processing of different types of novel semantics. After receiving 15 min of anodal, cathodal, or sham (placebo) tDCS, three groups of healthy participants learnt novel concrete and abstract words in the context of short stories. Learning outcomes were assessed using a battery of tests immediately after this contextual learning session and 24 h later. As a result, an inhibitory effect of cathodal tDCS and a facilitatory effect of anodal tDCS were found for abstract word acquisition only. We also found a significant drop in task performance on the second day of the assessment for both word types in all the stimulation groups, suggesting no significant influence of tDCS on the post-learning consolidation of new memory traces. The results suggest an involvement of Wernicke's right-hemispheric counterpart in initial encoding (but not consolidation) of abstract semantics, which may be explained either by the right hemispheres direct role in processing lexical semantics or by an indirect impact of tDCS on contralateral (left-hemispheric) cortical areas through cross-callosal connections.

Broca's area involvement in abstract and concrete word acquisition: tDCS evidence.

Broca's area in the left hemisphere of the human neocortex has been suggested as a major hub for acquisition, storage, and access of linguistic information, abstract words in particular. Direct causal evidence for the latter, however, is still scarce; filling this gap was the goal of the present study. Using transcranial direct current stimulation (tDCS) of Broca's region, we aimed to delineate the involvement of this area in abstract and concrete word acquisition. The experiment used a between-subject design and involved 15 min of anodal or cathodal tDCS over Broca's area, or a sham/placebo control condition. The stimulation procedure was followed by a contextual learning session, in which participants were exposed to new concrete and abstract words embedded into short five-sentence texts. Finally, a set of behavioural assessment tasks was run to assess the learning outcomes immediately after the training (Day 1) and with a 24-hour delay (Day 2). The results showed that participants recognised novel abstract words more accurately after both anodal and cathodal tDCS in comparison with the sham condition on Day 1, which was also accompanied by longer recognition times (presumably due to deeper lexico-semantic processing), supporting the role of Broca's region in acquisition of abstract semantics. They were also more successful when recalling concrete words after cathodal tDCS, which indicates a degree of Broca's area involvement in forming memory circuits for concrete words as well. A decrease in the accuracy of recall of word forms and their meanings, as well as in recognition, was observed for all stimulation groups and both types of semantics on Day 2. The results suggest that both anodal and cathodal tDCS of Broca's area improves immediate contextual learning of novel vocabulary, predominantly affecting abstract semantics.

Contextual Acquisition of Concrete and Abstract Words: Behavioural and Electrophysiological Evidence.

and concrete words differ in their cognitive and neuronal underpinnings, but the exact mechanisms underlying these distinctions are unclear. We investigated differences between these two semantic types by analysing brain responses to newly learnt words with fully controlled psycholinguistic properties. Experimental participants learned 20 novel abstract and concrete words in the context of short stories. After the learning session, event-related potentials (ERPs) to newly learned items were recorded, and acquisition outcomes were assessed behaviourally in a range of lexical and semantic tasks. Behavioural results showed better performance on newly learnt abstract words in lexical tasks, whereas semantic assessments showed a tendency for higher accuracy for concrete words. ERPs to novel abstract and concrete concepts differed early on, ~150 ms after the word onset. Moreover, differences between novel words and control untrained pseudowords were observed earlier for concrete (~150 ms) than for abstract (~200 ms) words. Distributed source analysis indicated bilateral temporo-parietal activation underpinning newly established memory traces, suggesting a crucial role of Wernicke's area and its right-hemispheric homologue in word acquisition. In sum, we report behavioural and neurophysiological processing differences between concrete and abstract words evident immediately after their controlled acquisition, confirming distinct neurocognitive mechanisms underpinning these types of semantics.

Psychological and Electrophysiological Correlates of Word Learning Success.

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.