Structural plasticity in the language system related to increased second language proficiency

• Published in: Cortex Vol. 48; no. 4; pp. 458 - 465
• Main Authors: Stein, Maria, Federspiel, Andrea, Koenig, Thomas, Wirth, Miranka, Strik, Werner, Wiest, Roland, Brandeis, Daniel, Dierks, Thomas
• Format: Journal Article
• Language: English
• Published: Italy Elsevier Ltd 01.04.2012
• Subjects: Adult; Bilingualism; Brain; Cluster Analysis; Female; German as a Second Language Learning; Germany; Humans; Image Processing, Computer-Assisted; Language; Language Development; Language Proficiency; Language Tests; Learning; Learning - physiology; Learning Processes; Linear Models; Magnetic Resonance Imaging; Male; Multilingualism; Neurolinguistics; Neuronal Plasticity - physiology; Plasticity; Predictive Value of Tests; Prefrontal Cortex - physiology; Psychomotor Performance - physiology; Second Language Learning; Semantics; Structural plasticity; Temporal Lobe - physiology; VBM; Germany; Learning; VBM; Bilingualism; Structural plasticity; Language
• ISSN: 0010-9452; 1973-8102; 1973-8102
• DOI: 10.1016/j.cortex.2010.10.007

While functional changes linked to second language learning have been subject to extensive investigation, the issue of learning-dependent structural plasticity in the fields of bilingualism and language comprehension has so far received less notice. In the present study we used voxel-based morphometry to monitor structural changes occurring within five months of second language learning. Native English-speaking exchange students learning German in Switzerland were examined once at the beginning of their stay and once about five months later, when their German language skills had significantly increased. We show that structural changes in the left inferior frontal gyrus are correlated with the increase in second language proficiency as measured by a paper-and-pencil language test. Contrary to the increase in proficiency and grey matter, the absolute values of grey matter density and second language proficiency did not correlate (neither on first nor on second measurement). This indicates that the individual amount of learning is reflected in brain structure changes, regardless of absolute proficiency.