Article
Psychology, Developmental
Xin Sun, Rebecca A. Marks, Kehui Zhang, Chi-Lin Yu, Rachel L. Eggleston, Nia Nickerson, Tai-Li Chou, Xiao-Su Hu, Twila Tardif, Teresa Satterfield, Ioulia Kovelman
Summary: This study investigated the effects of early bilingual experiences on children's neural architecture for word processing. The findings revealed both language-specific effects and shared bilingual effects. The language-specific effects were observed in Chinese and Spanish bilinguals, who showed differences in their neural organization for English lexical morphology. The shared bilingual effects were observed in both groups, where increased home language proficiency was associated with stronger activation in the left superior temporal gyrus when processing English word structures dissimilar to the home language.
DEVELOPMENTAL SCIENCE
(2023)
Article
Audiology & Speech-Language Pathology
Maria M. Arredondo, Ioulia Kovelman, Teresa Satterfield, Xiaosu Hu, Lara Stojanov, Adriene M. Beltz
Summary: Bilingualism has an impact on children's cognition, with significant variations in dual-language experiences among bilingual individuals. This study used standard analysis and innovative connectivity models to explore the sources of variation in brain function between bilingual and monolingual individuals. The findings revealed two distinct subgroups within the bilingual group, highlighting the influence of language dominance and balanced dual-language abilities on cortical networks and executive function in children.
BRAIN AND LANGUAGE
(2022)
Article
Neurosciences
Guoqin Ding, Kathleen A. J. Mohr, Carla Orellana, Allison S. Hancock, Stephanie Juth, Rebekah Wada, Ronald B. Gillam
Summary: This study examined the use of fNIRS in sentence processing and the performance of bilingual children and adults in syntactic tasks. Results showed the influence of syntactic knowledge on sentence processing, with simultaneous bilinguals exhibiting higher hemodynamic responses in specific brain regions.
FRONTIERS IN HUMAN NEUROSCIENCE
(2021)
Article
Psychology, Developmental
Kayla Beaudin, Diane Poulin-Dubois, Pascal Zesiger
Summary: This study examined the links between haptic word processing speed, vocabulary, and inhibitory control among bilingual children. The results showed that haptic processing speed was associated with concurrent vocabulary, while early decontextualized vocabulary predicted vocabulary at 3 years old. Furthermore, haptic processing speed measured in the non-dominant language was associated with inhibitory control.
JOURNAL OF CHILD LANGUAGE
(2022)
Article
Psychology, Multidisciplinary
Johanna Kissler, Katarzyna Bromberek-Dyzman
Summary: The study found that mood inductions have an impact on word processing at an early stage, with enhanced effects being only evident in the first language. Happy, but not sad, mood induction resulted in early valence modulation. Additionally, happy mood induced larger amplitudes for mood-congruent positive words in occipital areas, while mood-incongruent negative words had higher amplitudes in temporal areas.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Neurosciences
Tanja Rinker, Yan H. Yu, Monica Wagner, Valerie L. Shafer
Summary: The study compared bilingual children with Turkish as L1 and German as L2, monolingual German-speaking children with developmental language disorder (DLD), and monolingual German-speaking children with typical language development (TD) in terms of their auditory/speech processing using lateral temporal measures of the auditory evoked potential (AEP). The results showed that the T-complex amplitudes were influenced by language status, stimuli, and language test measures. Bilingual children exhibited attenuated T-complex responses compared to monolingual TD children, suggesting continued plasticity of the auditory cortex for learning second-language speech sounds.
FRONTIERS IN HUMAN NEUROSCIENCE
(2022)
Article
Audiology & Speech-Language Pathology
Murat Can Mutlu, Resit Canbeyli, Hale Saybasili
Summary: We created a word list of Turkish/English interlingual homophone words and asked native Turkish speakers to perform tasks while their prefrontal activity was recorded. The left DLPFC was active during all tasks, while the right DLPFC showed increased activity during ILHP word recognition task, possibly related to conflict monitoring. The left DLPFC showed increased activity during ILHP word memorisation task, possibly related to working memory processes.
LANGUAGE COGNITION AND NEUROSCIENCE
(2023)
Article
Psychology, Developmental
Maria M. Arredondo, Richard N. Aslin, Janet F. Werker
Summary: A bilingual environment can impact the structure and function of the brain, enhancing higher-cognitive functions in infants. Brain activity measurements in 6- and 10-month-old infants showed different patterns between bilingual and monolingual infants during tasks, indicating how early bilingual experiences can alter the cortical organization underlying cognitive functions.
DEVELOPMENTAL SCIENCE
(2022)
Review
Behavioral Sciences
Marta Ghio, Cristina Cara, Marco Tettamanti
Summary: Despite evidence suggesting foetal ability to process and respond to sounds and speech stimuli, understanding the prenatal brain maturation of language responsiveness remains limited. Recent advances in foetal neuroimaging have provided a detailed understanding of the anatomical and functional development of auditory and language-related networks. This research highlights the importance of studying the prenatal readiness for speech processing in predicting postnatal language acquisition abilities and disabilities.
NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS
(2021)
Article
Education & Educational Research
Jessie A. Erikson, Mary Alt, Shelley Gray, Samuel Green, Tiffany P. Hogan, Nelson Cowan
Summary: The study found that bilingual Spanish-English-speaking children were less accurate in producing English-only codas compared to their monolingual English-speaking peers, but showed equivalent levels of accuracy on codas that occur in both Spanish and English. Differences between the bilingual's two languages can reveal targets more vulnerable to error, possibly due to cross-linguistic effects or limited practice with English phonology.
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
(2021)
Article
Multidisciplinary Sciences
Jose Ramon Uriarte, Stefan Sperlich
Summary: This study examines the dynamics of language shift in modern bilingual societies like the Basque Country, Ireland, and Wales. It finds that the use of language B is decreasing in these societies, indicating ongoing shift processes. The study presents a novel approach in the literature of language competition and develops a behavioral game model to predict the convergence of bilinguals into a linguistic convention where a proportion of bilinguals shift to language A. Empirical validation of the model shows good fit with observed data of street use of Basque and daily use of Irish and Welsh.
Article
Psychology, Multidisciplinary
Maren Rebecca Eikerling, Theresa Sophie Bloder, Maria Luisa Lorusso
Summary: This study investigates the role of nonword repetition tasks in identifying Developmental Language Disorder (DLD) in bilingual children, focusing on the influence of nonword language specificity. The results suggest that language-specific nonwords are particularly sensitive indicators in identifying DLD risk in bilingual children. However, both language-specific and language-non-specific nonword repetition can support DLD risk identification in this population.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Multidisciplinary Sciences
Saul Villameriel, Brendan Costello, Marcel Giezen, Manuel Carreiras
Summary: This study explores the dynamics of language processing by examining cross-modal, cross-language activation. Eye-tracking experiments were conducted on bilinguals to study the differences in cross-language coactivation between bimodal bilinguals and unimodal bilinguals. The results show cross-language, cross-modal activation in both directions, and also highlight the impact of temporal structure on lexical access in different modalities.
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
(2022)
Article
Psychology, Experimental
Agnes Villwock, Erin Wilkinson, Pilar Pinar, Jill P. Morford
Summary: The study found that deaf bilingual middle school students were faster to respond to English word pairs with phonologically related translations in ASL, indicating that the co-activation of signs and written words plays a key role in bilingual language development.
Article
Linguistics
Krithika Govindarajan, Johanne Paradis
Summary: Bilingual children with autism spectrum disorder (ASD) exhibit weaknesses in both macrostructure and microstructure aspects of narrative abilities. These weaknesses can overlap with children with developmental language disorder (DLD), while showing significant differences compared to typically developing (TD) children, especially in terms of perspective-taking abilities.
APPLIED PSYCHOLINGUISTICS
(2022)
Article
Psychology, Developmental
Maria M. Arredondo, Richard N. Aslin, Janet F. Werker
Summary: A bilingual environment can impact the structure and function of the brain, enhancing higher-cognitive functions in infants. Brain activity measurements in 6- and 10-month-old infants showed different patterns between bilingual and monolingual infants during tasks, indicating how early bilingual experiences can alter the cortical organization underlying cognitive functions.
DEVELOPMENTAL SCIENCE
(2022)
Article
Ethnic Studies
Maria M. Arredondo
Summary: This article explores the use of fNIRS neuroimaging in studying the impact of sociocultural contexts on cognition and brain processes. By conducting research in community and everyday-life settings, fNIRS can contribute to the development of theoretical frameworks and provide neurobiological evidence of sociocultural factors in human development.
CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
(2023)
Article
Education, Special
Rebecca A. Marks, Rachel L. Eggleston, Xin Sun, Chi-Lin Yu, Kehui Zhang, Nia Nickerson, Xiao-Su Hu, Ioulia Kovelman
Summary: This study investigates the relationship between children's neural organization for morphological awareness and successful reading comprehension, revealing that morphological awareness plays a key role in reading comprehension. Children with stronger reading comprehension showed greater engagement of brain regions associated with integrating sound and meaning, especially in conditions involving more analytically demanding and semantically abstract morphology units.
ANNALS OF DYSLEXIA
(2022)
Article
Psychology, Educational
Xin Sun, Kehui Zhang, Rebecca A. Marks, Nia Nickerson, Rachel L. Eggleston, Chi-Lin Yu, Tai-Li Chou, Twila Tardif, Ioulia Kovelman
Summary: This study examines the cross-linguistic transfer of literacy skills in children with different language backgrounds and the impact of heritage language proficiency on English word reading. The results show that bilingual children rely on different skills in word reading depending on their language background. This has important implications for optimizing literacy in linguistically diverse children.
Article
Psychology, Developmental
Xin Sun, Rebecca A. Marks, Kehui Zhang, Chi-Lin Yu, Rachel L. Eggleston, Nia Nickerson, Tai-Li Chou, Xiao-Su Hu, Twila Tardif, Teresa Satterfield, Ioulia Kovelman
Summary: This study investigated the effects of early bilingual experiences on children's neural architecture for word processing. The findings revealed both language-specific effects and shared bilingual effects. The language-specific effects were observed in Chinese and Spanish bilinguals, who showed differences in their neural organization for English lexical morphology. The shared bilingual effects were observed in both groups, where increased home language proficiency was associated with stronger activation in the left superior temporal gyrus when processing English word structures dissimilar to the home language.
DEVELOPMENTAL SCIENCE
(2023)
Article
Audiology & Speech-Language Pathology
Maria M. Arredondo, Ioulia Kovelman, Teresa Satterfield, Xiaosu Hu, Lara Stojanov, Adriene M. Beltz
Summary: Bilingualism has an impact on children's cognition, with significant variations in dual-language experiences among bilingual individuals. This study used standard analysis and innovative connectivity models to explore the sources of variation in brain function between bilingual and monolingual individuals. The findings revealed two distinct subgroups within the bilingual group, highlighting the influence of language dominance and balanced dual-language abilities on cortical networks and executive function in children.
BRAIN AND LANGUAGE
(2022)
Article
Psychology, Educational
Neelima Wagley, Rebecca A. Marks, Lisa M. Bedore, Ioulia Kovelman
Summary: This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes. The findings highlight the interdependence of Spanish and English as they relate to bilingual reading acquisition.
Article
Multidisciplinary Sciences
Xin Sun, Kehui Zhang, Rebecca Marks, Zachary Karas, Rachel Eggleston, Nia Nickerson, Chi-Lin Yu, Neelima Wagley, Xiaosu Hu, Valeria Caruso, Tai-Li Chou, Teresa Satterfield, Twila Tardif, Ioulia Kovelman
Summary: This dataset includes neuroimaging and behavioral data from 343 children aged 5-11 with different linguistic backgrounds, providing a valuable resource for investigating the neural basis of literacy development in bilingual children.
Article
Education & Educational Research
Rebecca A. Marks, Xin Sun, Eva McAlister Lopez, Nia Nickerson, Isabel Hernandez, Valeria C. Caruso, Teresa Satterfield, Ioulia Kovelman
Summary: This study aimed to explore the relations between morphological awareness and literacy skills in Spanish and English. The findings show that in English, morphological awareness is directly related to word reading and reading comprehension, while in Spanish, the association with reading comprehension is mediated by vocabulary and single word reading. Additionally, there are cross-linguistic associations between English word reading and Spanish reading comprehension, and between Spanish reading comprehension and English reading comprehension. These findings provide important insights for bilingual literacy theory.
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
(2022)
Article
Chemistry, Multidisciplinary
Mohammed N. Islam, Tianqu Zhai, Alexander Dobre, Cynthia N. Meah, Ioulia Kovelman, Steven Broglio, Daniel A. Beard, Xiaosu Hu, Jacob R. Joseph, Yamaan S. Saadeh, Rachel Russo, Hasan B. Alam
Summary: We propose a novel, noninvasive super-continuum infrared spectroscopy system that can simultaneously measure hemodynamic and metabolic parameters. Through laboratory tests, human studies, and animal studies, we demonstrate the utility of this system. It can measure the redox state of cytochrome c oxidase, as well as traditional markers such as oxygenated and deoxygenated hemoglobin.
APPLIED SCIENCES-BASEL
(2022)
Article
Linguistics
Rebecca A. Marks, Danielle Labotka, Xin Sun, Nia Nickerson, Kehui Zhang, Rachel L. Eggleston, Chi-Lin Yu, Yuuko Uchikoshi, Fumiko Hoeft, Ioulia Kovelman
Summary: This study investigates the influence of bilingual experiences on children's word reading processes. The results show that derivational and compound structure words have unique contributions to early word reading in children. Furthermore, bilingual learners with different language backgrounds exhibit significant differences in English word reading proficiency.
BILINGUALISM-LANGUAGE AND COGNITION
(2022)
Article
Neurosciences
Kehui Zhang, Xin Sun, Chi-Lin Yu, Rachel L. Eggleston, Rebecca A. Marks, Nia Nickerson, Valeria C. Caruso, Xiao-Su Hu, Twila Tardif, Tai-Li Chou, James R. Booth, Ioulia Kovelman
Summary: During literacy development, children learn to recognize word sounds and meanings in print, but this process is different for alphabetic and character-based orthographies. A study involving bilingual and monolingual children showed that the task that was more central to reading in a specific orthography elicited less brain activation. Bilingual children showed less activation during phonology but more activation during morphology compared to monolinguals. These findings suggest that both the structural characteristics and literacy experiences with a given language can influence children's emerging brain networks for learning to read.
HUMAN BRAIN MAPPING
(2023)
Article
Linguistics
Xin Sun, Rebecca A. Marks, Rachel L. Eggleston, Kehui Zhang, Chi-Lin Yu, Nia Nickerson, Valeria Caruso, Tai-Li Chou, Xiao-Su Hu, Twila Tardif, James R. Booth, Adriene M. Beltz, Ioulia Kovelman
Summary: Diversity and variation in language experiences, such as bilingualism, contribute to heterogeneity in children's neural organization for language and brain development. The present study examined the effects of bilingual proficiency on children's neural organization for language function, and found that bilinguals' heritage language proficiency made a unique contribution to children's language network density. The study also revealed common and unique patterns in children's patterns of task-related functional connectivity.
NEUROBIOLOGY OF LANGUAGE
(2023)
