十几岁的青少年在自然主义学习过程中有不同的功能连接模式,第一语言与第二语言使用者相比
Sibylla Leon Guerrero1, Laura Mesite2, Gigi Luk3
1University of California, Irvine, USA.
Scientific reports
|August 16, 2024
概括
在英语学习的青少年双语者显示广泛的大脑连接,与单语者不同. 这突出了语言背景如何塑造神经网络,通过口语课程学习新信息.
科学领域:
- 神经科学是一个神经科学.
- 发育神经科学的发展神经科学.
- 教育神经科学教育神经科学
背景情况:
- 青春期涉及批判性语言和认知发展,但语言经验如何影响从口语课程学习尚不清楚.
- 了解双语如何影响第二语言 (L2) 学习期间的大脑活动对于教育策略至关重要.
研究的目的:
- 在英语科学课程期间调查西班牙语-英语双语和英语单语青少年的功能性大脑连接差异.
- 探索功能连接,学习成果和个人语言背景之间的关系.
主要方法:
- 功能磁共振成像 (fMRI) 用于检查38名青少年 (双语和单语) 的大脑活动.
- 在英语自然科学视频课程中,以种子为基础的分析专注于左下额头和后中间状.
主要成果:
- 双语青少年 (L1-西班牙语) 在英语学习时表现出广泛的双边功能连接.
- 单语言青少年 (L1-英语) 在核心语言区域内显示出主要是左侧连接.
- 特定的功能连接模式与更好的学习成果以及双语者西班牙语阅读能力相关.
结论:
- 语言背景显著影响L2学习期间从口语内容中大脑网络参与.
- 在L2学习期间青少年的功能连接模式反映了语言体验和认知控制机制.
- 结果表明,基于第一语言 (L1) 和第二语言 (L2) 熟练程度,处理口语信息的不同神经战略.
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