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Different word-learning contexts alter phonotactic rule learning in 6-month-olds

MPG-Autoren
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Richter,  Maria
Clinic for Cognitive Neurology, University of Leipzig, Germany;
Department Neurology, MPI for Human Cognitive and Brain Sciences, Max Planck Society;
Research Focus Cognitive Sciences, University of Potsdam, Germany;

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Vignotto,  Micol
Department Neurology, MPI for Human Cognitive and Brain Sciences, Max Planck Society;

Mock,  Julia
Clinic for Cognitive Neurology, University of Leipzig, Germany;
Department Neurology, MPI for Human Cognitive and Brain Sciences, Max Planck Society;
Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany;

Obrig,  Hellmuth
Clinic for Cognitive Neurology, University of Leipzig, Germany;
Department Neurology, MPI for Human Cognitive and Brain Sciences, Max Planck Society;

Rossi,  Sonja
Clinic for Cognitive Neurology, University of Leipzig, Germany;
Department Neurology, MPI for Human Cognitive and Brain Sciences, Max Planck Society;
ICONE - Innsbruck Cognitive Neuroscience, Austria;

Externe Ressourcen

https://www.tandfonline.com/doi/full/10.1080/23273798.2021.1921815
(Verlagsversion)

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Zitation

Richter, M., Vignotto, M., Mock, J., Obrig, H., & Rossi, S. (2021). Different word-learning contexts alter phonotactic rule learning in 6-month-olds. Language, Cognition and Neuroscience, 36(9), 1135-1158. doi:10.1080/23273798.2021.1921815.


Zitierlink: https://hdl.handle.net/21.11116/0000-0008-B334-3
Zusammenfassung
Context can affect language processing and learning. We here compare the influence of two different contexts (pseudo-objects, data from [Obrig, H., Mock, J., Stephan, F., Richter, M., Vignotto, M., & Rossi, S. (2017). Impact of associative word learning on phonotactic processing in 6-month-old infants: A combined EEG and fNIRS study. Developmental Cognitive Neuroscience, 25, 185–197. https://doi-org.browser.cbs.mpg.de/10.1016/j.dcn.2016.09.001] , vs. real objects) on the processing of phonotactically legal vs. illegal pseudowords (PW) in a 3-day learning paradigm in 6-month-olds. Using ERPs and functional Near InfraRed Spectroscopy (fNIRS) we find that short-term (pre-→post-test) and long-term (day1→ day2→day3) attunement to pseudowords is affected by both, learning context and phonotactic status. When real objects are used, fNIRS shows a long-term increase in response magnitude for legal PW. ERPs show a long-term decrease in negativities in response to trained legal PW. Conversely, the pseudo-objects context elicits neuronal attunement to all PW. We propose that legal PW in a real object context cause conflict, leading to difficulties in lexical integration. However, training eases lexical integration of trained legal PW through priming. Our results speak for the early relevance of phonotactics and context in language acquisition.