Discrimination of native and non-native vowel contrasts in bilingual Turkish–German and monolingual German children: Insight from the Mismatch Negativity ERP component

Rinker, Tanja; Alku, Paavo; Brosch, S.; Kiefer, Markus

doi:10.1016/j.bandl.2010.01.007

Cited by 23 publications

(26 citation statements)

References 23 publications

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“…Latency analyses showed that processing of known and unknown words occurred earlier in the dominant language than in the non-dominant language. Similarly, Rinker and colleagues found that language experience influenced the electrophysiological brain responses of 5- to 6-year-old German monolinguals and Turkish-German bilinguals in their study comparing ERPs to vowel contrasts unique to German or common to both German and Turkish (Rinker et al, 2010). The study focused on one ERP component, the mismatch negativity, which is particularly sensitive to differences in processing between native and non-native phonemes.…”

Section: Resultsmentioning

confidence: 90%

“…Four of these studies were conducted in United States with infants between 6 and 20 months, all being exposed to Spanish and English (Conboy & Mills, 2006; Conboy & Kuhl, 2011; Garcia-Sierra et al, 2011; Shafer, Yu, & Garrido-Nag, 2012). The remaining six studies were conducted in Japan (Japanese and English; Hidaka et al, 2012; Takahashi et al, 2011), United Kingdom (Welsh and English; Kuipers & Thierry, 2012), Canada (English in addition to French, Spanish, Chinese; Petitto et al, 2012), Germany (German and Turkish; Rinker, Alku, Brosch, & Kiefer, 2010) and Finland (Finnish and French; Shestakova, Huotilainen, Ceponiene, & Cheour, 2003). …”

Section: Resultsmentioning

confidence: 99%

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The cognitive development of young dual language learners: A critical review

Barac

Bialystok

Castro

et al. 2014

Early Childhood Research Quarterly

358

210

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Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.

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Section: Resultsmentioning

confidence: 90%

Section: Resultsmentioning

confidence: 99%

The cognitive development of young dual language learners: A critical review

Barac

Bialystok

Castro

et al. 2014

Early Childhood Research Quarterly

358

210

View full text Add to dashboard Cite

show abstract

“…(The investigation of the MMN-response to the vowel contrast vowel contrast /Ɛ/ versus /e/ was the aim of a previous study [17]). The duration of the stimulus was 250 ms. A 5-ms rise and fall time was applied at the beginning and the end of the stimulus waveform using Hanning-windowing.…”

Section: Methodsmentioning

confidence: 99%

“…A few studies of L2 learning during preschool suggest that as little as two months of input can lead to native-like neural discrimination, at least for some phonological contrasts [15,16]. The findings of Rinker et al [17], however, indicate that two years of input may be insufficient to develop robust phonological categories. They suggested that the L2 phonological input (in this case, German) to the bilingual children (with Turkish as an L1) may have been of insufficient quantity (e.g.…”

Section: Introductionmentioning

confidence: 99%

T-complex measures in bilingual Spanish-English and Turkish-German children and monolingual peers

et al. 2017

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BackgroundLateral temporal neural measures (Na and T-complex Ta and Tb) of the auditory evoked potential (AEP) index maturation of auditory/speech processing. These measures are also sensitive to language experience in adults. This paper examined neural responses to a vowel sound at temporal electrodes in four- to five-year-old Spanish-English bilinguals and English monolinguals and in five- to six-year-old Turkish-German bilinguals and German monolinguals. The goal was to determine whether obligatory AEPs at temporal electrode sites were modulated by language experience. Language experience was defined in terms of monolingual versus bilingual status as well as the amount and quality of the bilingual language experience.MethodAEPs were recorded at left and right temporal electrode sites to a 250-ms vowel [Ɛ] from 20 monolingual (American)-English and 18 Spanish-English children from New York City, and from 11 Turkish-German and 13 monolingual German children from Ulm, Germany. Language background information and standardized verbal and non-verbal test scores were obtained for the children.ResultsThe results revealed differences in temporal AEPs (Na and Ta of the T-complex) between monolingual and bilingual children. Specifically, bilingual children showed smaller and/or later peak amplitudes than the monolingual groups. Ta-amplitude distinguished monolingual and bilingual children best at right electrode sites for both the German and American groups. Amount of experience and type of experience with the target language (English and German) influenced processing.ConclusionsThe finding of reduced amplitudes at the Ta latency for bilingual compared to monolingual children indicates that language specific experience, and not simply maturational factors, influences development of the neural processes underlying the Ta AEP, and suggests that lateral temporal cortex has an important role in language-specific speech perception development.

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“…Again, however, subsequent works did not confirm these findings when the L2 was English both for Finnish listeners (Peltola et al, 2007) and Japanese listeners (Bomba et al, 2011). Finally, Rinker et al (2010) for bilingual Turkish–German kindergarten children growing up in Germany have shown that the MMN response is less robust in Turkish–German children to the German vowel, when compared to a German control group. Thus, immersion education and natural acquisition contexts did not guarantee native-like L2 vowel discrimination.…”

Section: Introductionmentioning

confidence: 95%

Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: a behavioral and ERP study

Grimaldi

Sisinni

Fivela

et al. 2014

Front. Hum. Neurosci.

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According to the Perceptual Assimilation Model (PAM), articulatory similarity/dissimilarity between sounds of the second language (L2) and the native language (L1) governs L2 learnability in adulthood and predicts L2 sound perception by naïve listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naïve listeners. Categorization and discrimination tests, as well as the mismatch negativity (MMN) brain response to L2 sound changes, showed that the discriminatory capabilities of the students did not significantly differ from those of the naïve subjects. In line with the PAM model, we extend the findings of previous behavioral studies showing that, at the neural level, classroom instruction in adulthood relies on assimilation of L2 vowels to L1 phoneme categories and does not trigger improvement in L2 phonetic discrimination. Implications for L2 classroom teaching practices are discussed.

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Discrimination of native and non-native vowel contrasts in bilingual Turkish–German and monolingual German children: Insight from the Mismatch Negativity ERP component

Cited by 23 publications

References 23 publications

The cognitive development of young dual language learners: A critical review

The cognitive development of young dual language learners: A critical review

T-complex measures in bilingual Spanish-English and Turkish-German children and monolingual peers

Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: a behavioral and ERP study

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