中英双语儿童语音意识的发育变化:一项fNIRS纵向研究
Yueh-Lin Li1, Li-Ying Fan2, Hsin-Chin Chen3
1Department of Psychology, National Taiwan University, Taiwan.
NeuroImage
|October 11, 2025
概括
与单语儿童相比,学习阅读的双语儿童显示了对声学技能的大脑路径的增强. 早期的双语教学揭示了阅读发展中的大脑可塑性.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 阅读学习塑造了大脑,形成了一个"阅读大脑".
- 阅读技能的发展轨迹在不同语言之间有所不同,中文字符带来了独特的挑战.
- 双语理论提出跨语言相互作用可以改变这些发展路径.
研究的目的:
- 在年轻的中英双语和单语双语者中研究语音素养技能的神经发育变化.
- 测试双语教学下阅读大脑发育的可塑性.
- 检查跨语言相互作用如何影响识字的神经通路.
主要方法:
- 功能近红外光谱 (fNIRS) 神经成像用于评估大脑活动.
- 一个听觉声学意识初始声音匹配任务被管理到一年级和三年级的孩子.
- 27名单语汉语人士和40名中英双语人士的队列在两个时间点参与了这项研究.
主要成果:
- 与单语儿童相比,双语儿童对声学或背部神经识字途径的微调更为强大.
- 在双语者中提高英语水平预测了额外的语音途径的招聘.
- 较低的初始英语语音技能预测了中国作业期间在背部通道沿着STG激活的与年龄相关的增加.
结论:
- 研究结果支持双语转移理论,证明了基础识字途径的可塑性.
- 早期和系统的双语教学显著影响阅读大脑的发展.
- 该研究提供了关于双语如何塑造阅读技能的神经发育的见解.
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