Moved by Reading in a Spanish-Speaking, Dual Language Learner Population

Adams, Ashley; Glenberg, Arthur M.; Restrepo, M. Adelaida

doi:10.1044/2018_lshss-16-0032

Cited by 9 publications

(7 citation statements)

References 52 publications

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“…First, whereas multiple studies have revealed AoA effects in highly constrained tasks, ours shows that earlier L2 acquisition can impact text-level processing. In this sense, our study meets recent calls for more ecological approaches to the study of language, in general, and bilingualism, in particular (Trevisan et al, 2017;Adams et al, 2018;García et al, 2018;Trevisan and García, 2019;Birba et al, 2020a,b), leading to more situated accounts of the phenomenon. Second, our results reinforce the view that discourse-level recalling is influenced by specific bilingual experiences.…”

Section: Discussionsupporting

confidence: 83%

Discourse-Level Information Recall in Early and Late Bilinguals: Evidence From Single-Language and Cross-Linguistic Tasks

Chou

Muñoz

et al. 2021

Front. Psychol.

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Bilingualism research indicates that verbal memory skills are sensitive to age of second language (L2) acquisition (AoA). However, most tasks employ disconnected, decontextualized stimuli, undermining ecological validity. Here, we assessed whether AoA impacts the ability to recall information from naturalistic discourse in single-language and cross-linguistic tasks. Twenty-four early and 25 late Chinese-English bilinguals listened to real-life L2 newscasts and orally reproduced their information in English (Task 1) and Chinese (Task 2). Both groups were compared in terms of recalled information (presence and correctness of idea units) and key control measures (e.g., attentional skills, speech rate). Across both tasks, information completeness was higher for early than late bilinguals. This occurred irrespective of attentional speed, speech rate, and additional relevant factors. Such results bridge the gap between classical memory paradigms and ecological designs in bilingualism research, illuminating how particular language profiles shape information processing in daily communicative scenarios.

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Section: Discussionsupporting

confidence: 83%

Discourse-Level Information Recall in Early and Late Bilinguals: Evidence From Single-Language and Cross-Linguistic Tasks

Chou

Muñoz

et al. 2021

Front. Psychol.

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“…Indeed, in the “Moved by Reading” paradigm ( Adams et al, 2018 ; Walker et al, 2017 ), children engage in embodied simulations by first moving computer images through physical actions that reflect the meaning of sentences in a text, and later creating internal simulations of the text via imagery. Upon doing so, children exhibit significantly better comprehension than controls ( Adams et al, 2018 ), as long as they are good at word decoding ( Walker et al, 2017 ). In line with these antecedents, our research indicates that earliness of language exposure and attained proficiency also represent subject-level variables modulating embodied effects.…”

Section: Discussionmentioning

confidence: 99%

“…Now, except for a few works that have explored comprehension of naturalistic narratives in bilinguals within the simulation theory framework ( Adams et al, 2018 ; Walker et al, 2017 ), this empirical corpus is marked by a major shortcoming: its virtually null ecological validity. Indeed, while the above studies involved randomized series of disconnected and (pseudo)randomized items (for a review, see Kogan et al, 2020 ), daily language processing is based on context-rich texts characterized by cohesion, coherence, and unfolding semantic relations ( Halliday and Matthiessen, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Motor-system dynamics during naturalistic reading of action narratives in first and second language

et al. 2020

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Do embodied semantic systems play different roles depending on when and how well a given language was learned? Emergent evidence suggests that this is the case for isolated, decontextualized stimuli, but no study has addressed the issue considering naturalistic narratives. Seeking to bridge this gap, we assessed motor-system dynamics in 26 Spanish-English bilinguals as they engaged in free, unconstrained reading of naturalistic action texts (ATs, highlighting the characters’ movements) and neutral texts (NTs, featuring low motility) in their first and second language (L1, L2). To explore functional connectivity spread over each reading session, we recorded ongoing high-density electroencephalographic signals and subjected them to functional connectivity analysis via a spatial clustering approach. Results showed that, in L1, AT (relative to NT) reading involved increased connectivity between left and right central electrodes consistently implicated in action-related processes, as well as distinct source-level modulations in motor regions. In L2, despite null group-level effects, enhanced motor-related connectivity during AT reading correlated positively with L2 proficiency and negatively with age of L2 learning. Taken together, these findings suggest that action simulations during unconstrained narrative reading involve neural couplings between motor-sensitive mechanisms, in proportion to how consolidated a language is. More generally, such evidence addresses recent calls to test the ecological validity of motor-resonance effects while offering new insights on their relation with experiential variables.

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“…Moreover, immersive technologies also enable students to navigate complex areas of knowledge, such as science, and particularly chemistry. It also gives outstanding support to students with diagnoses of special educational needs to develop scaffolding [71] and access information that is complex to understand due to its high level of abstraction, in a friendlier way.…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

2020

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Virtual reality has impacted education, where progressively more educational institutions consider its inclusion. The research problem derives from the need to study the educational possibilities provided by integrating augmented reality into the curriculum, and its effect on academic achievement in a diverse class, specifically in the chemistry subject. This study examines 60 school-age participants with and without special educational needs, and addresses three overarching questions: (a) Would integrating augmented reality (AR) technology result in better academic achievement? (b) Would knowledge be retained longer by using AR? (c) Is there any relationship between academic achievement, acceptance and motivation regarding the use of this technology? Embracing the socio-constructivist theory of learning and collaborative and immersive learning as a framework, this study was carried out using a quantitative approach and a pre-experimental design. The AR VR Molecules Editor application was used in chemistry lessons. Main results showed significant immediate academic achievement and content retention. Despite classroom diversity, immersive technologies enhance students’ learning regardless of whether they have special educational needs (SEN) or not. They also acknowledge that AR is a suitable sustainable technology that may foster social and cognitive justice and inclusive education, and train students that are equally prepared for the dynamic future.

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Moved by Reading in a Spanish-Speaking, Dual Language Learner Population

Cited by 9 publications

References 52 publications

Discourse-Level Information Recall in Early and Late Bilinguals: Evidence From Single-Language and Cross-Linguistic Tasks

Discourse-Level Information Recall in Early and Late Bilinguals: Evidence From Single-Language and Cross-Linguistic Tasks

Motor-system dynamics during naturalistic reading of action narratives in first and second language

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

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