fMRI reveals the dynamic interface between explicit and implicit knowledge recruited during elicited imitation task

Suzuki, Yuichi; Jeong, Hyeonjeong; Cui, Haining; Okamoto, Kiyo; Kawashima, Ryuta; Sugiura, Motoaki

doi:10.1016/j.rmal.2023.100051

Cited by 6 publications

(5 citation statements)

References 21 publications

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“…We analyzed 36 participants in our previous fMRI study evaluating individual differences ( 6 ), whereas this study enrolled only 28 participants. Although our sample size is not excessively small compared to recent fMRI studies investigating individual differences ( 114 , 115 ), it was not sufficiently large to ensure replicability ( 116 ). However, we believe that our results were relatively robust because they are in line with those of our previous study ( 6 ) and other studies ( 3 , 18 – 20 ).…”

Section: Discussionmentioning

confidence: 99%

Reduced body-image disturbance by body-image interventions is associated with neural-response changes in visual and social processing regions: a preliminary study

Hamamoto,

Oba,

Ishibashi

et al. 2024

Front. Psychiatry

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IntroductionBody-image disturbance is a major factor in the development of eating disorders, especially among young women. There are two main components: perceptual disturbance, characterized by a discrepancy between perceived and actual body size, and affective disturbance, characterized by a discrepancy between perceived and ideal body size. Interventions targeting body-image disturbance ask individuals to describe their own body without using negative expressions when either viewing it in a mirror or imagining it. Despite the importance of reducing body-image disturbance, its neural mechanisms remain unclear. Here we investigated the changes in neural responses before and after an intervention. We hypothesized that neural responses correlated with the degree of body-image disturbance would also be related to its reduction, i.e., a reduction in perceptual and affective disturbances would be related to changes in attentional and socio-cognitive processing, respectively.MethodsTwenty-eight young adult women without known psychiatric disorders underwent a single 40-min intervention. Participants completed tasks before and after the intervention, in which they estimated their perceived and ideal body sizes using distorted silhouette images to measure body-image disturbance. We analyzed the behavioral and neural responses of participants during the tasks.ResultsThe intervention did not significantly reduce body-image disturbance. Analysis of individual differences showed distinct changes in neural responses for each type of disturbance. A decrease in perceptual disturbance was associated with bodily visuospatial processing: increased activation in the left superior parietal lobule, bilateral occipital gyri, and right cuneus. Reduced affective disturbance was associated with socio-cognitive processing; decreased activation in the right temporoparietal junction, and increased functional connectivity between the left extrastriate body area and the right precuneus.DiscussionWe identified distinct neural mechanisms (bodily visuospatial and socio-cognitive processing) associated with the reduction in each component of body-image disturbance. Our results imply that different neural mechanisms are related to reduced perceptual disturbance and the expression thereof, whereas similar neural mechanisms are related to the reduction and expression of affective disturbance. Considering the small sample size of this study, our results should be regarded as preliminary.

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Section: Discussionmentioning

confidence: 99%

Reduced body-image disturbance by body-image interventions is associated with neural-response changes in visual and social processing regions: a preliminary study

Hamamoto,

Oba,

Ishibashi

et al. 2024

Front. Psychiatry

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“…Notably, the capacity to reliably record utterances via the Internet opens great prospects for research that necessitate elicited production data. Research, such as L2 oral proficiency (e.g., Ortega et al, 2002) and explicit-implicit knowledge development (e.g., R. Ellis, 2005;Erlam, 2006;Suzuki & DeKeyser, 2015;Suzuki et al, 2023) that entails an experimental design similar to that of the current study, may benefit from utilizing web-programmed EI in eliciting speech data. Relatedly, our web-programmed EI may serve as an efficient tool for researchers to conduct equitable and statistically powered research.…”

Section: Discussionmentioning

confidence: 99%

“…First, EI-based measures of morphosyntax correlate more strongly with other measures of morphosyntax thought to tap into implicit knowledge (e.g., timed grammaticality judgments and oral narratives) compared to measures that clearly access explicit knowledge (e.g., metalinguistic knowledge tests). Second, EI measures load primarily on factors interpreted as reflecting implicit knowledge, though some researchers motivated by skill acquisition theory have argued that EI may be tapping into a third construct referred to automatized explicit knowledge (AEK) rather than truly implicit knowledge (Suzuki, 2017; see also Suzuki & DeKeyser, 2015;Suzuki et al, 2023). Even so, the rapid and efficient access associated with AEK is thought to be largely indistinguishable from implicit knowledge when it comes to successful L2 communication.…”

Section: Elicited Imitation In Sla Researchmentioning

confidence: 99%

“…Elicited imitation (EI) has a long, productive history in second language acquisition (SLA) as a means of assessing morphosyntactic knowledge (Erlam, 2006;Godfroid & Kim, 2021;Suzuki et al, 2023) and second language (L2) global proficiency (Kostromitina & Plonsky, 2022;Yan et al, 2016). The primary objective of EI is to measure one's ability to reconstruct spoken language.…”

Section: Introductionmentioning

confidence: 99%

“…From a view of psycholinguistics, L2 grammar knowledge is composed of at least two types of knowledge: explicit (conscious) and implicit (unconscious). While the exact nature of the EI construct has long been debated (see Godfroid & Kim, 2021;Suzuki et al, 2023), the meaning-focused and time-pressured element of EI requires largely automatic processing of sentences, relying on implicit knowledge (R. Ellis, 2005;Godfroid & Kim, 2021) or more automatized version of explicit knowledge (Suzuki & DeKeyser, 2015;Suzuki et al, 2023). If the web-based (WB) EI were to be as valid as the lab-based (LB) version, we expect to obtain a similar factor structure and loadings for EI scores when situated among several other measures of implicit and explicit morphosyntactic knowledge.…”

Section: Introductionmentioning

confidence: 99%

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A comparison of Lab- and Web-based elicited imitation: Insights from explicit-implicit L2 grammar knowledge and L2 proficiency

Kim,

Liu,

Isbell

et al. 2024

Stud Second Lang Acquis

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Elicited imitation (EI) tasks are a practical tool for measuring second language (L2) knowledge and skills. In this study, we implemented a web-based EI task that measures English morphosyntactic knowledge and compared its measurement properties to a traditional laboratory-based EI. A cohort of 149 L2 English learners engaged in the web-based EI task, and 151 participants completed a traditional lab-based EI counterpart. Correlation analyses revealed a significant, comparable relationship between English proficiency and the two EI versions, with the ungrammatical items showing less consistency that neither improved nor harmed the overall EI effectiveness. Factor analyses corroborated the validity of web-programmed EI, with both EI versions relating similarly to time-pressured, implicit knowledge and untimed, explicit knowledge measures. Our results suggest the potential for utilizing web-based EI to substitute lab-based tasks, enabling larger-scale, more diverse sampling. We end with implications for future web-based EI task users and include a coding guideline for customized web-based EI use.

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Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy

Suzuki,

Crowther

2024

TESOL Quarterly

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One key tenet of Global Englishes for Language Teaching (GELT) is that the native English speaker should no longer serve as the role model for second language (L2) English users. Such a view does not discount that some degree of linguistic knowledge is necessary for successful global communication. However, GELT scholarship has remained relatively silent on the process and product of L2 acquisition. In this paper, we propose integrating L2 acquisition theory into GELT pedagogical practices without relying on theoretical perspectives steeped in some form of native speakerism. At the heart of our discussion is the concept of linguistic knowledge–implicit (unconscious) and explicit (conscious)–emphasizing the role of explicit learning processes in GELT classrooms rather than adhering solely to the idealistic goal of implicit competence. Because L2 learners need to reflect on linguistic knowledge (repertoire) and strategies for effective global communication, we propose that their learning should aim to develop skill sets of using explicit and implicit knowledge dynamically and efficiently in varied communicative contexts. We argue that skill acquisition theory offers a useful framework for GELT, as it can account for the development of automatized explicit knowledge alongside implicit knowledge, aligning with GELT objectives of fostering multicompetent English users. We illustrate how this perspective can inform classroom activities such as shadowing and task repetition. These activities not only promote deliberate, explicit learning processes but also integrate seamlessly with awareness–raising activities commonly employed in GELT, enhancing learners' communication strategies and capacity for effective English use in global contexts.

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fMRI reveals the dynamic interface between explicit and implicit knowledge recruited during elicited imitation task

Cited by 6 publications

References 21 publications

Reduced body-image disturbance by body-image interventions is associated with neural-response changes in visual and social processing regions: a preliminary study

Reduced body-image disturbance by body-image interventions is associated with neural-response changes in visual and social processing regions: a preliminary study

A comparison of Lab- and Web-based elicited imitation: Insights from explicit-implicit L2 grammar knowledge and L2 proficiency

Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy

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