Mei Leilei, Xue Gui, Lu Zhong-Lin, He Qinghua, Wei Miao, Zhang Mingxia, Dong Qi, Chen Chuansheng
Guangdong Key Laboratory of Mental Health and Cognitive Science, Center for Studies of Psychological Application and School of Psychology, South China Normal University, Guangzhou, China; Department of Psychology and Social Behavior, University of California, Irvine, CA, USA.
State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
Neuroimage. 2015 Jul 1;114:38-48. doi: 10.1016/j.neuroimage.2015.03.075. Epub 2015 Apr 6.
Previous studies have suggested differential engagement of addressed and assembled phonologies in reading Chinese and alphabetic languages (e.g., English) and the modulatory role of native language in learning to read a second language. However, it is not clear whether native language experience shapes the neural mechanisms of addressed and assembled phonologies. To address this question, we trained native Chinese and native English speakers to read the same artificial language (based on Korean Hangul) either through addressed (i.e., whole-word mapping) or assembled (i.e., grapheme-to-phoneme mapping) phonology. We found that, for both native Chinese and native English speakers, addressed phonology relied on the regions in the ventral pathway, whereas assembled phonology depended on the regions in the dorsal pathway. More importantly, we found that the neural mechanisms of addressed and assembled phonologies were shaped by native language experience. Specifically, one key region for addressed phonology (i.e., the left middle temporal gyrus) showed greater activation for addressed phonology in native Chinese speakers, while one key region for assembled phonology (i.e., the left supramarginal gyrus) showed more activation for assembled phonology in native English speakers. These results provide direct neuroimaging evidence for the effect of native language experience on the neural mechanisms of phonological access in a new language and support the assimilation-accommodation hypothesis.
以往的研究表明，在阅读中文和字母语言（如英语）时，寻址语音和组合语音的参与情况存在差异，并且母语在学习阅读第二语言中具有调节作用。然而，母语经验是否塑造了寻址语音和组合语音的神经机制尚不清楚。为了解决这个问题，我们训练以中文为母语和以英语为母语的人通过寻址（即整词映射）或组合（即字形到音素映射）语音来阅读同一种人工语言（基于韩语字母）。我们发现，对于以中文为母语和以英语为母语的人来说，寻址语音依赖于腹侧通路的区域，而组合语音则依赖于背侧通路的区域。更重要的是，我们发现寻址语音和组合语音的神经机制受到母语经验的塑造。具体而言，寻址语音的一个关键区域（即左颞中回）在以中文为母语的人中对寻址语音表现出更大的激活，而组合语音的一个关键区域（即左上缘回）在以英语为母语的人中对组合语音表现出更多的激活。这些结果为母语经验对新语声音韵通达神经机制的影响提供了直接的神经影像学证据，并支持同化 - 顺应假说。
