Brain Bases of English Morphological Processing: A Comparison between Chinese-English, Spanish-English Bilingual, and English Monolingual Children

Autor/inn/en	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
Titel	Brain Bases of English Morphological Processing: A Comparison between Chinese-English, Spanish-English Bilingual, and English Monolingual Children
Quelle	In: Developmental Science, 26 (2023) 1, (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13251
Schlagwörter	Bilingualism; Language Acquisition; Second Language Learning; Brain Hemisphere Functions; Language Processing; Diagnostic Tests; Morphology (Languages); English (Second Language); Chinese; Spanish; Neurological Organization; Task Analysis; Native Language; Neurolinguistics; Language Proficiency; Monolingualism; Comparative Analysis; Children + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Sprachverarbeitung; Diagnostic test; Diagnostischer Test; Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Spanisch; Aufgabenanalyse; Neurolinguistisches Programmieren; Language skill; Language skills; Sprachkompetenz; Child; Kind; Kinder
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01