Kepinska Olga, de Rover Mischa, Caspers Johanneke, Schiller Niels O
Leiden University Centre for Linguistics, Postbus 9515, 2300 RA Leiden, The Netherlands; Leiden Institute for Brain and Cognition, c/o LUMC, Postzone C2-S, P.O. Box 9600, 2300 RC Leiden, The Netherlands.
Leiden Institute for Brain and Cognition, c/o LUMC, Postzone C2-S, P.O. Box 9600, 2300 RC Leiden, The Netherlands; Department of Anesthesiology, Leiden University Medical Center, Postzone P5-Q, P.O. Box 9600, 2300 RC Leiden, The Netherlands; Faculty of Social Sciences, Institute of Psychology, Clinical Psychology Unit, Pieter de la Court gebouw, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands.
Behav Brain Res. 2017 Mar 1;320:333-346. doi: 10.1016/j.bbr.2016.12.015. Epub 2016 Dec 16.
In an effort to advance the understanding of brain function and organisation accompanying second language learning, we investigate the neural substrates of novel grammar learning in a group of healthy adults, consisting of participants with high and average language analytical abilities (LAA). By means of an Independent Components Analysis, a data-driven approach to functional connectivity of the brain, the fMRI data collected during a grammar-learning task were decomposed into maps representing separate cognitive processes. These included the default mode, task-positive, working memory, visual, cerebellar and emotional networks. We further tested for differences within the components, representing individual differences between the High and Average LAA learners. We found high analytical abilities to be coupled with stronger contributions to the task-positive network from areas adjacent to bilateral Broca's region, stronger connectivity within the working memory network and within the emotional network. Average LAA participants displayed stronger engagement within the task-positive network from areas adjacent to the right-hemisphere homologue of Broca's region and typical to lower level processing (visual word recognition), and increased connectivity within the default mode network. The significance of each of the identified networks for the grammar learning process is presented next to a discussion on the established markers of inter-individual learners' differences. We conclude that in terms of functional connectivity, the engagement of brain's networks during grammar acquisition is coupled with one's language learning abilities.
为了增进对伴随第二语言学习的大脑功能和组织的理解，我们对一组健康成年人进行了研究，这些参与者具有高语言分析能力（LAA）和平均语言分析能力，我们调查了他们在学习新语法时的神经基础。通过独立成分分析（一种数据驱动的大脑功能连接方法），将在语法学习任务期间收集的功能磁共振成像（fMRI）数据分解为代表不同认知过程的图谱。这些图谱包括默认模式网络、任务积极网络、工作记忆网络、视觉网络、小脑网络和情感网络。我们进一步测试了这些成分之间的差异，以体现高LAA学习者和平均LAA学习者之间的个体差异。我们发现，高分析能力与双侧布洛卡区附近区域对任务积极网络的更强贡献、工作记忆网络内以及情感网络内更强的连接性相关联。平均LAA参与者在与布洛卡区右半球同源区域相邻且典型的低水平加工区域（视觉单词识别）对任务积极网络的参与度更高，并且默认模式网络内的连接性增加。在讨论个体学习者差异的既定标志的同时，还介绍了每个已识别网络对语法学习过程的重要性。我们得出结论，就功能连接而言，大脑网络在语法习得过程中的参与与个体的语言学习能力相关联。
