Cognition in the Real World: Bilingualism (2 lectures)
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Course
Cognition in the Real World
Institution
The University Of Nottingham (UON)
Two fully highlighted sets of lecture notes on bilingualism from Cognition in the Real World module (C83LLC). Includes cortical representations, learning a second language, models of bilingualism, cognitive benefits, language control and conflict.
Early bilingualism / bilingual first language acquisition (BFLA) / Simultaneous bilingualism
L2 DOMINANCE - BRAIN PLASTICITY
Pallier et al. (2003)
- Study with adoptees
- Korean children adopted in France (age 3-8)
- No subsequent contact with Korean, French dominant language
- Behavioural measures showed no knowledge of Korean
- No brain imaging differences between adoptees and French natives
CORTICAL REPRESENTATION OF L1 AND L2
Large number of fMRI studies investigated whether or not processing in L1 or L2 activates the
same brain regions
Some distinct regions - Chee et al. (2003)
Some overlapping - Chee et al. (1999)
fMRI studies conducted by asking them to think in other language - but hard to control - don’t
know if they actually are.
Role of age of acquisition and language proficiency are often confounded with task demands
Overall conclusion is that the processing of L1 and L2 occur in similar brain regions
However, factors such as age of acquisition, language proficiency and language exposure
determine whether brain region differences between L1 and L2 are found
A limitation of fMRI studies is that the issue of overlapping language regions is not fully
resolved
In the future, high resolution fMRI (1mm) might provide a more detailed picture
, However, although languages can be separated at the neuronal level, at higher levels of brain
organisation languages could still be overlapping (Hernandez et al., 2005)
LEARNING A SECOND LANGUAGE
Successful learners in Bongaerts et al. (1997) received intense training in the perception and
production of speech sounds
Bongaerts et al. (1997) - perceptual training focusing their attention on subtle phonetic
contrasts
Improving perception also improves production (e.g. Flege, 1995)
Intense training to help Japanese adults to hear /r/ and /l/ in English improves their perception
and production (Bradlow et al., 1997; 1999)
Formal vs. Informal (implicit) L2 learning
- Incidental acquisition of foreign vocabulary through subtitles
- Overhearing a language during childhood (Au et al., 2002)
- Implicit learning has strong benefits
Au et al. (2002):
- Does overhearing (implicit learning) help adults learn to speak that language with a more
nativelike accent?
- English native speakers overheard Spanish regularly during childhood vs. Those with no
exposure to Spanish till age 14
- All adult learners of Spanish
- Focus on voice onset time for /p,t,k/ 30-50 ms longer in English than Spanish
- Accent ratings by native Spanish speakers
- Results – voice onset time shorter for over hearers (good proficiency) - accent more native
like for over hearers
- No difference between over hearers and typically late L2 learning in morphosyntax
LEARNING THE SOUNDS OF L2
Individuals can differ significantly in the degree to which they can master a non native phonetic
code
To Japanese speakers, lock and rock are the same word
Factors such as age of acquisition, amount of exposure and motivational constraints play a role
However despite early extended exposure to an L2 many learners continue to have difficulties
in the perception and production of foreign sounds
Diaz et al. (2008):
- Are individual differences in domain-general psychoacoustic processes or from differences
in specific speech perception abilities
- Good perceivers (GP) vs. Poor perceivers (PP)
- Focus on the mismatch negativity effect in ERP
- Oddball paradigm
- Acoustic(non speech) :no differences between groups or interactions
- Speech: significant group effect and interaction
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