Flexible, rapid and automatic neocortical word form acquisition mechanism in children as revealed by neuromagnetic brain response dynamics

Partanen, Eino; Leminen, Alina; Paoli, Stine de; Bundgaard, Anette; Kingo, Osman S.; Krøjgaard, Peter; Shtyrov, Yury

doi:10.1016/j.neuroimage.2017.03.066

Cited by 28 publications

(34 citation statements)

References 57 publications

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“…The first peak after the DP was analysed for possible exposure-related dynamics (see Methods for details). In control children, the response amplitude exhibited an increase due to repetition of the novel word-form within the first 6 minutes of exposure, coherently with a study on Danish speaking 5–12-year-old typically developing children 31 . Crucially, this rapid response increase, thought to indicate automatic neural memory-trace formation for the new word and shown to predict later memory for the words 30 , was not established in the dyslexic children during the whole period of the 11-minute exposure.…”

Section: Resultssupporting

confidence: 83%

“…Event-related potentials were quantified relative to the divergence point (DP) at the second syllable onset. Focus in the analysis was set a priori on the first negative response as to its pertinence to word memory-trace formation established in previous studies 28 – 31 . Peak latencies were extracted from a fronto-central region-of-interest (ROI; Fig.…”

Section: Methodsmentioning

confidence: 99%

“…To quantify the neural processes of new word-form acquisition during the session of repetitive passive exposure, we recorded online neural activity with EEG in both dyslexic children and matched controls. Recently, a robust neural index of rapid memory-trace formation for novel word-forms during brief (<15 min) exposure was discovered in adults and children with passive paradigms using single or multiple novel word tokens 28 – 31 . The memory-trace formation is reflected as an amplitude increase of the early (<100 ms after word disambiguation point) event-related potential (ERP) to novel spoken forms only, whereas responses to known words tend to attenuate due to repetition.…”

Section: Introductionmentioning

confidence: 99%

“…We analysed the pattern, speed, and differences of exposure-related neural response dynamics to the novel item between the two groups, as well as the relationship with reading and writing performance. We hypothesised that fast learning-related brain response increase would be observed in children with normal reading ability 31 . Furthermore, we hypothesised that since dyslexic children show slower word learning behaviourally 9 , 10 , 12 , this would be reflected in reduced neural learning dynamics in brief exposure to the purely phonological novel word-form.…”

Section: Introductionmentioning

confidence: 99%

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Impaired neural mechanism for online novel word acquisition in dyslexic children

Kimppa

Shtyrov

Partanen

et al. 2018

Sci Rep

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Developmental dyslexia is characterised as an inability to read fluently. Apart from literacy problems, dyslexics have other language difficulties including inefficient speech encoding and deficient novel word learning. Yet, the neural mechanisms underlying these impairments are largely unknown. We tracked online formation of neural memory traces for a novel spoken word-form in dyslexic and normal-reading children by recording the brain’s electrophysiological response dynamics in a passive perceptual exposure session. Crucially, no meaning was assigned to the new word-form nor was there any task related to the stimulus, enabling us to explore the memory-trace formation of a purely phonological form in the absence of any short-term or working memory demands. Similar to previously established neural index of rapid word learning in adults, the control children demonstrated an early brain response enhancement within minutes of exposure to the novel word-form that originated in frontal cortices. Dyslexic children, however, lacked this neural enhancement over the entire course of exposure. Furthermore, the magnitude of the rapid neural enhancement for the novel word-form was positively associated with reading and writing fluency. This suggests that the rapid neural learning mechanism for online acquisition of novel speech material is associated with reading skills. Furthermore, the deficient online learning of novel words in dyslexia, consistent with poor rapid adaptation to familiar stimuli, may underlie the difficulty of learning to read.

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Section: Resultssupporting

confidence: 83%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Impaired neural mechanism for online novel word acquisition in dyslexic children

Kimppa

Shtyrov

Partanen

et al. 2018

Sci Rep

Self Cite

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“…In summary, the current picture of fast semantic cortical plasticity in word learning is far from complete. Fast effects related to word learning were detected in a large number of EEG studies (Shtyrov et al, 2010;Shtyrov, 2011;Yue et al, 2014;Kimppa et al, 2015;Kimppa et al, 2016;Partanen et al, 2017;Yue et al, 2017;Kompus and Westerhausen, 2018). Yet the passive nature of learning procedures used in most previous experiments causes some skepticism.…”

Section: Introductionmentioning

confidence: 99%

Rapid cortical plasticity induced by active associative learning of novel words in human adults

Alexandra

Владимирович

A.Yu.

et al. 2019

Preprint

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18Whether short-term learning of new words can induce rapid changes in cortical areas involved in 19 distributed neural representation of the lexicon is a hotly debated topic. To answer this question, 20 we examined magnetoencephalographic phase-locked responses elicited in the cerebral cortex by 21 passive presentation of eight novel pseudowords before and immediately after an operant 22 conditioning task. This procedure forced participants to perform an active search for unique 23 meaning of four word-forms that referred to movements of their own body parts. While 24 familiarization with novel word-forms led to bilateral repetition suppression of cortical responses 25 to all eight pseudowords, these reduced responses became more selectively tuned towards newly 26 learned action words in the left hemisphere. Our results suggest that stimulus repetition and active 27 learning of semantic association have separable effects on cortical activity. They also evidence 28 rapid plastic changes in cortical representations of meaningful auditory word-forms after active 29 learning. 30 Keywords 31 associative learning, word semantics, MEG, repetition suppression, cortical plasticity, 32 familiarization.33 Cortical plasticity induced by active learning of novel words 3 2017) explored efficacy of associative learning in comparison with statistical learning when the 113 participants learned four tri-syllabic pseudowords presented within a continuous stream of auditory 114 consonant-vowel (CV) syllables. The results showed that during the learning phase, the "semantic" 115 N400 component of the ERP (Kutas & Federmeier, 2011) is elicited by pseudowords associated 116 with visual images but not by pseudowords detected solely on the probability of transitions 117between syllables embedded into a continuous auditory stream. However, these ERP findings did 118 not provide evidence for the "fast mapping" hypothesis. Indeed, since the participants were 119 required to listen carefully to the auditory stream with the task of discovering new words, learning-120 related enhancement of N400 might have been elicited by an on-line attentional modulation, i.e., 121 attention biased toward auditory word-forms associated with pictures during the learning session. 122 Cortical plasticity induced by active learning of novel words 6To prove semantic cortical plasticity, enhanced N400 should be observed during passive exposure 123 to the newly learned word-forms. 124In summary, the current picture of "fast mapping" in word learning is obviously far from 125 complete. It is a controversial topic with a body of associated literature, yet the mere existence of 126 "fast mapping" in forming cortical representations of word semantics is still considered doubtful 127 by many (see Cooper, Greve, Henson, Greve, & Henson, 2018 for review). One of the reasons for 128 this skepticism might be the passive nature of the learning procedure used in the previous 129 experiments. A word, which is learned passively through repetition or instructions, is t...

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Dynamic brain responses to Russian word acquisition among Chinese adult learners: An event‐related potential study

Zhang

Huang

Jiang

et al. 2023

Human Brain Mapping

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Human learners are capable to acquire foreign language vocabulary at an impressive speed even in adulthood. Previous studies have examined the neural mechanisms underlying rapid acquisition of Latin‐alphabet vocabulary and revealed dynamic changes in several event‐related potential (ERP) components during novel word learning. However, scant attention has been paid to the acquisition of Russian words. The present study used ERP and examined dynamic brain responses to rapid Russian word acquisition in 53 native Chinese speakers with no prior knowledge of Russian language. Behavioral data showed robust individual differences in Russian word acquisition, with most participants being able to rapidly learn a subset of novel Russian words in a few exposures. ERP results revealed significant learning effects in the P200, N400, and P600 amplitudes. Moreover, P600 amplitude changes predicted participants' word acquisition after learning. These findings demonstrated dynamic brain responses to rapid Russian word learning and suggested that the P600 component may serve as a bio‐marker for individual learning ability in Russian word acquisition.

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Flexible, rapid and automatic neocortical word form acquisition mechanism in children as revealed by neuromagnetic brain response dynamics

Cited by 28 publications

References 57 publications

Impaired neural mechanism for online novel word acquisition in dyslexic children

Impaired neural mechanism for online novel word acquisition in dyslexic children

Rapid cortical plasticity induced by active associative learning of novel words in human adults

Dynamic brain responses to Russian word acquisition among Chinese adult learners: An event‐related potential study

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