Transcranial direct current stimulation (tDCS) effects in cognition are inconsistent across studies. This study aimed to discuss why typical models might be insufficient to explain these effects, and to investigate a brain state factor, task load, with behavioral experiments on phonological processing. The motor theory of speech perception states that motor codes for articulation take part in speech perception, a view sharpened by neuroimaging findings, which show that the motor role in phonological processing is weighted by the nature of the tasks. Three groups of 20 participants, each under a different tDCS condition (anodal, cathodal, or sham), performed a categorical perception (CP), a lexical decision (LD), and a word naming (WN) task while stimulated on the pars opercularis of the left inferior frontal gyrus, a language area typically involved with the motor role. These tasks were assumed to be subserved by a network of nodes which included the target, believed to be increasingly relevant for performance from speech perception to speech production. A-tDCS facilitation and C-tDCS downregulation should directly increase with the relevance of the target for the task. Downregulation of a low relevance node could result in facilitation by compensation from other nodes. Overall, our brain stimulation findings support the neuroimaging literature in that motor participation in phonological processing depends on task nature and show that tDCS effects are modulated by task load relative to the target. Outcomes such as the improved performance following cathodal tDCS in CP and WN suggest that compensatory mechanisms may take place when the tasks involve more complex neuronal networks. K E Y W O R D Scognition, language, pars opercularis of the left inferior frontal gyrus (LIFGop), phonological processing, task load, transcranial direct current stimulation (tDCS) | 1431 RODRIGUES DE ALMEIDA Et AL.
RESUMEN. La enseñanza de lenguas impone cada día a profesores e investigadores la búsqueda de nuevos métodos, técnicas y la profundización del estudio de aspectos que contribuyan a la adquisición por parte del que aprende de habilidades que lo acerquen al logro eficiente de la competencia comunicativa. Sabido es que conocer una lengua va más allá del dominio de la gramática e incluye lo que Canale & Swain (1980 apud Mendes 1996 llaman competencia sociolingüística, que encierra la habilidad de usar la lengua en comunicación, esto es, el dominio de las reglas de uso. Este artículo tiene como propósito analizar, a través de un estudio contrastivo entre el español de Cuba y el portugués brasileño, los valores pragmáticos que adquiere la negación en ambas lenguas, como contribución al proceso de enseñanza-aprendizaje tanto en una como en la otra lengua. El estudio tiene importancia para la enseñanza del español y el portugués como lenguas extranjeras, puesto que si el hablante nativo tiene los conocimientos aquí expuestos, el aprendiz también precisa dominarlos.Palabras clave. negación; valores pragmáticos; cortesía verbal; español; portugués brasileño ABSTRACT. Language teaching demands from teachers and researchers the search of new methods, techniques, as well as the deepening on the study of aspects that contribute to the learner's acquisition of skills bringing him /her closer to the efficient achievement of communicative competence. We know that learning a language goes beyond the mastering of grammar rules, and it also includes what Canale & Swain (1980 apud Mendes 1996) call sociolinguistic competence, the ability to use language in communication, it is, the rules of use. This article aims at analyzing, through a contrastive study between the Cuban Spanish and the Brazilian Portuguese, the pragmatic values of negation , as a contribution to the teaching-learning process of both languages. The study is of great importance to the teaching-learning process of the Spanish and Portuguese as foreign languages, because if the native speaker has the knowledge of what is presented in the research, the learner of the new language also needs to master them.Keywords. negation; pragmatic values; verbal politeness; Spanish; Brazilian Portuguese IntroducciónLa enseñanza de lenguas impone cada día a profesores e investigadores la búsqueda de nuevos métodos, técnicas y la profundización del estudio de aspectos que contribuyan a la adquisición por parte del que aprende de destrezas que lo acerquen al logro eficiente de la competencia comunicativa. Sabido es que conocer una lengua va más allá del dominio de la gramática e incluye lo que Canale & Swain (1980 apud Mendes 1996 llaman competencia sociolingüística, que encierra la habilidad de usar la lengua en comunicación, esto es, el dominio de las reglas de uso, y constituye, de * Parte de este trabajo pudo ser posible por la participación en el programa de becas ofrecido por CAPES a las universidades cubanas, lo que me permitió intercambiar saberes con mi colega y amiga Lília...
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