Brain bases of English morphological processing: A comparison between Chinese‐English, Spanish‐English bilingual, and English monolingual children

How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language‐specific influences stemming from a given language pairing. To investi...

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Published inDevelopmental science Vol. 26; no. 1; pp. e13251 - n/a
Main Authors Sun, Xin, Marks, Rebecca A., Zhang, Kehui, Yu, Chi‐Lin, Eggleston, Rachel L., Nickerson, Nia, Chou, Tai‐Li, Hu, Xiao‐Su, Tardif, Twila, Satterfield, Teresa, Kovelman, Ioulia
Format Journal Article
LanguageEnglish
Published England Wiley 01.01.2023
Wiley Subscription Services, Inc
John Wiley and Sons Inc
Subjects
Bilingualism
Brain - physiology
brain development
Brain Hemisphere Functions
Child
Child, Preschool
Children
Chinese
Chinese‐English bilingual
Comparative Analysis
Diagnostic Tests
East Asian People
English
English (Second Language)
fNIRS
Humans
Information processing
Language
Language Acquisition
Language Development
Language Processing
Language Proficiency
Monolingualism
morphological processing
Morphology
Morphology (Languages)
Multilingualism
Native Language
Neuroimaging
Neurolinguistics
Neurological Organization
Second Language Learning
Spanish
Spanish‐English bilingual
Superior temporal gyrus
Task Analysis
Temporal gyrus
Word processing
brain development
morphological processing
Spanish-English bilingual
fNIRS
Chinese-English bilingual
bilingualism
Online AccessGet full text

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Abstract How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language‐specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US (N = 152, ages 5–10). Children completed an English morphological word processing task during fNIRS neuroimaging. The findings revealed both language‐specific and shared bilingual effects. The language‐specific effects were that Chinese and Spanish bilinguals showed principled differences in their neural organization for English lexical morphology. The common bilingual effects shared by the two groups were that in both bilingual groups, increased home language proficiency was associated with stronger left superior temporal gyrus (STG) activation when processing the English word structures that are most dissimilar from the home language. The findings inform theories of language and brain development during the key periods of neural reorganization for learning to read by illuminating experience‐based plasticity in linguistically diverse learners.
AbstractList How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language-specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US (N = 152, ages 5-10). Children completed an English morphological word processing task during fNIRS neuroimaging. The findings revealed both language-specific and shared bilingual effects. The language-specific effects were that Chinese and Spanish bilinguals showed principled differences in their neural organization for English lexical morphology. The common bilingual effects shared by the two groups were that in both bilingual groups, increased home language proficiency was associated with stronger left superior temporal gyrus (STG) activation when processing the English word structures that are most dissimilar from the home language. The findings inform theories of language and brain development during the key periods of neural reorganization for learning to read by illuminating experience-based plasticity in linguistically diverse learners.How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language-specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US (N = 152, ages 5-10). Children completed an English morphological word processing task during fNIRS neuroimaging. The findings revealed both language-specific and shared bilingual effects. The language-specific effects were that Chinese and Spanish bilinguals showed principled differences in their neural organization for English lexical morphology. The common bilingual effects shared by the two groups were that in both bilingual groups, increased home language proficiency was associated with stronger left superior temporal gyrus (STG) activation when processing the English word structures that are most dissimilar from the home language. The findings inform theories of language and brain development during the key periods of neural reorganization for learning to read by illuminating experience-based plasticity in linguistically diverse learners.
How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language‐specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US ( N  = 152, ages 5–10). Children completed an English morphological word processing task during fNIRS neuroimaging. The findings revealed both language‐specific and shared bilingual effects. The language‐specific effects were that Chinese and Spanish bilinguals showed principled differences in their neural organization for English lexical morphology. The common bilingual effects shared by the two groups were that in both bilingual groups, increased home language proficiency was associated with stronger left superior temporal gyrus (STG) activation when processing the English word structures that are most dissimilar from the home language. The findings inform theories of language and brain development during the key periods of neural reorganization for learning to read by illuminating experience‐based plasticity in linguistically diverse learners.
How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language‐specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US (N = 152, ages 5–10). Children completed an English morphological word processing task during fNIRS neuroimaging. The findings revealed both language‐specific and shared bilingual effects. The language‐specific effects were that Chinese and Spanish bilinguals showed principled differences in their neural organization for English lexical morphology. The common bilingual effects shared by the two groups were that in both bilingual groups, increased home language proficiency was associated with stronger left superior temporal gyrus (STG) activation when processing the English word structures that are most dissimilar from the home language. The findings inform theories of language and brain development during the key periods of neural reorganization for learning to read by illuminating experience‐based plasticity in linguistically diverse learners.
How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language-specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US (N = 152, ages 5-10). Children completed an English morphological word processing task during fNIRS neuroimaging. The findings revealed both language-specific and shared bilingual effects. The language-specific effects were that Chinese and Spanish bilinguals showed principled differences in their neural organization for English lexical morphology. The common bilingual effects shared by the two groups were that in both bilingual groups, increased home language proficiency was associated with stronger left superior temporal gyrus (STG) activation when processing the English word structures that are most dissimilar from the home language. The findings inform theories of language and brain development during the key periods of neural reorganization for learning to read by illuminating experience-based plasticity in linguistically diverse learners.
Author Eggleston, Rachel L.
Satterfield, Teresa
Marks, Rebecca A.
Kovelman, Ioulia
Yu, Chi‐Lin
Sun, Xin
Chou, Tai‐Li
Tardif, Twila
Nickerson, Nia
Hu, Xiao‐Su
Zhang, Kehui
AuthorAffiliation 1 Department of Psychology University of Michigan Ann Arbor Ann Arbor Michigan USA
2 Department of Psychology National Taiwan University Taipei Taiwan
AuthorAffiliation_xml – name: 1 Department of Psychology University of Michigan Ann Arbor Ann Arbor Michigan USA
– name: 2 Department of Psychology National Taiwan University Taipei Taiwan
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Issue 1
Keywords brain development
morphological processing
Spanish-English bilingual
fNIRS
Chinese-English bilingual
bilingualism
Language English
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Snippet How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may...
How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may...
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StartPage e13251
SubjectTerms Bilingualism
Brain - physiology
brain development
Brain Hemisphere Functions
Child
Child, Preschool
Children
Chinese
Chinese‐English bilingual
Comparative Analysis
Diagnostic Tests
East Asian People
English
English (Second Language)
fNIRS
Humans
Information processing
Language
Language Acquisition
Language Development
Language Processing
Language Proficiency
Monolingualism
morphological processing
Morphology
Morphology (Languages)
Multilingualism
Native Language
Neuroimaging
Neurolinguistics
Neurological Organization
Second Language Learning
Spanish
Spanish‐English bilingual
Superior temporal gyrus
Task Analysis
Temporal gyrus
Word processing
Title Brain bases of English morphological processing: A comparison between Chinese‐English, Spanish‐English bilingual, and English monolingual children
URI https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fdesc.13251
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1358893
https://www.ncbi.nlm.nih.gov/pubmed/35188687
https://www.proquest.com/docview/2753525271
https://www.proquest.com/docview/2631616008
https://pubmed.ncbi.nlm.nih.gov/PMC9615011
Volume 26
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