Department of Speech, Language and Hearing Sciences, University of Missouri, 421 Lewis Hall, Columbia, MO 65211, United States; Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, United States.
Brain Lang. 2023 Nov;246:105327. doi: 10.1016/j.bandl.2023.105327. Epub 2023 Oct 5.
This study employed the N400 event-related potential (ERP) to investigate how observing different types of gestures at learning affects the subsequent processing of L2 Mandarin words differing in lexical tone by L1 English speakers. The effects of pitch gestures conveying lexical tones (e.g., upwards diagonal movements for rising tone), semantic gestures conveying word meanings (e.g., waving goodbye for to wave), and no gesture were compared. In a lexical tone discrimination task, larger N400s for Mandarin target words mismatching vs. matching Mandarin prime words in lexical tone were observed for words learned with pitch gesture. In a meaning discrimination task, larger N400s for English target words mismatching vs. matching Mandarin prime words in meaning were observed for words learned with pitch and semantic gesture. These findings provide the first neural evidence that observing gestures during L2 word learning enhances subsequent phonological and semantic processing of learned L2 words.
本研究采用 N400 事件相关电位（ERP）技术，考察了在学习过程中观察不同类型的手势如何影响母语为英语的学习者后续处理母语为汉语的、具有不同声调的单词。比较了传达声调的手势（例如，上扬对角线运动表示升调）、传达词义的手势（例如，挥手告别表示“wave”）和无手势的影响。在声调辨别任务中，对于用声调手势习得的汉语目标词，与声调匹配的汉语启动词不匹配的情况下，N400 更大；而在词义辨别任务中，对于用声调和语义手势习得的英语目标词，与词义匹配的汉语启动词不匹配的情况下，N400 更大。这些发现为手势观察促进第二语言单词学习后的语音和语义处理提供了首个神经学证据。
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