The Effect of Learning English on P300 in Children

Marques, Pâmela Mariel; Mattiazzi, Ângela Leusin; Ferreira, Laís; Oppitz, Sheila Jacques; Biaggio, Eliara Pinto Vieira

doi:10.1055/s-0040-1710304

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…Developmental-EEG studies have also examined how young children's brains register different stages of second language acquisition, including phonological and lexical processing (e.g. Cheour et al, 2002;Shestakova et al, 2003;Peltola et al, 2005;Tong et al, 2014;Jost et al, 2015;Rinker et al, 2010;Bovo et al, 2018;Marques et al, 2020). While some of these studies have focussed on children's electrophysiological responses from long-term second-language learning (e.g.…”

Section: Introductionmentioning

confidence: 99%

Short-term exposure to second language apps modulates brain responses in pre-schoolers

Leung,

Perry,

Guy

et al. 2023

Preprint

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Aims: Previous research showed that short-term second language training modulates children’s brain responses. However, little is known about how well young children’s brains process second language-related information acquired from short-term usage of language-immersive apps. Methodology: To examine this, we compared the auditory event-related potential (ERP) to non-native language words learnt via language-immersive applications (apps), as compared to those learnt via digital flash cards, in 3-5-year-old children. We also compared their auditory ERPs to known and unknown words. Data analysis: Thirty-two participants have completed the (audio) word-picture pair experiment while their electroencephalography (EEG) was recorded. We compared the auditory ERPs in the 200-300ms window and the 400-600ms window between the apps group and the flash-card group, and the response to the known and unknown words. Results: We found that the early positive potential (of the whole group) to the known words was significantly larger than that to the unknown words. Further, the early negative potential of the language immersed group was significantly larger than that of the flash card group. Conclusions: Short-term training from language-immersive apps has a positive impact on the developing brain.

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Section: Introductionmentioning

confidence: 99%

Short-term exposure to second language apps modulates brain responses in pre-schoolers

Leung,

Perry,

Guy

et al. 2023

Preprint

View full text Add to dashboard Cite

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The effect of second language acquisition on central auditory processing abilities and its interaction with HIV

Kambhampaty,

Niemczak,

Leigh

et al. 2024

Front. Lang. Sci.

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IntroductionSecond language learning is a multifaceted task that benefits across numerous neurocognitive domains including central auditory processing. Existing cross-sectional and longitudinal data show that performance on tests of central auditory processing [central auditory tests (CATs)] worsens with HIV infection. Second language learning may modify this relationship. To explore the relationship between second language learning, central auditory processing, and its interaction with HIV, we assessed the effect of learning English as a second language on CATs among children both living with and without HIV (CLWH/CLWOH) in Dar es Salaam, Tanzania.MethodsThree hundred and seventy-two native Kiswahili speaking children aged 3-10 years old (196 CLWOH, 176 CLWH) were enrolled. Participants completed questionnaires about English language learning, socioeconomic status (SES), and health history. Three central auditory tests-the Triple Digit Test (TDT), the Staggered Spondaic Word Test (SSW), and the Hearing-In-Noise Test (HINT)-were used to assess each participant's central auditory processing abilities. Multivariate linear regression was used to assess the effect of written and spoken English language learning at home and in school on CATs with age, HIV-status, and SES included in each model.ResultsHIV status, age, and SES were all significant predictors of all three central auditory tests, with CLWH performing significantly worse on all three CATs than CLWOH. Children actively learning spoken and written English at home had significantly better central auditory processing abilities on the TDT compared to children not actively learning English at home (p < 0.01) independent of HIV status, age, and SES. Children learning spoken and written English at school performed significantly better on the HINT (p < 0.05) than those not actively learning English at school.DiscussionLearning English at home and learning English in school were associated with improved central auditory performance independent of HIV status, SES, and age. These findings also underscore the significance of second language acquisition as a potential mechanism of improving central auditory function within a Kiswahili-speaking cohort. This study found differences in central auditory processing between children exposed to English at home and in school, suggesting differences in language learning in both settings mediated by SES, and this benefit exists regardless of HIV status.

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The Effect of Learning English on P300 in Children

Cited by 2 publications

References 12 publications

Short-term exposure to second language apps modulates brain responses in pre-schoolers

Short-term exposure to second language apps modulates brain responses in pre-schoolers

The effect of second language acquisition on central auditory processing abilities and its interaction with HIV

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