Multiple brain networks underpinning word learning from fluent speech revealed by independent component analysis

López-Barroso, Diana; Ripollés, Pablo; Marco-Pallarés, Josep; Mohammadi, Bahram; Münte, Thomas F.; Bachoud‐Lévi, Anne‐Catherine; Rodrı́guez-Fornells, Antoni; Diego‐Balaguer, Ruth de

doi:10.1016/j.neuroimage.2014.12.085

Cited by 41 publications

(43 citation statements)

References 86 publications

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“…This is in alignment with longitudinal evidence showing that early segmentation skills predict infants’ vocabulary development (Singh et al, 2012). It is also consistent with adult vocabulary learning studies in which participants learn new words from continuous speech (Lopez-Barroso et al, 2015; 2013; Veroude et al, 2010). Lastly, the importance of the dorsal stream in first language acquisition is also supported by computational modeling that takes into account the dorsal and ventral neuroanatomical streams.…”

Section: Discussionsupporting

confidence: 85%

“…They suggested that this result was consistent with the word-to-meaning mapping required in their task (Wong et al, 2011). Another set of studies focusing on the auditory-motor interface used continuous speech learning paradigms with non-native (Veroude et al, 2010) or artificial languages (Lopez-Barroso et al, 2013; 2015). Veroude et al (2010) exposed adult learners to a short video clip in Chinese and later asked them to recognize the phonological form of words they had heard in the clip.…”

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confidence: 99%

“…Veroude et al (2010) exposed adult learners to a short video clip in Chinese and later asked them to recognize the phonological form of words they had heard in the clip. They found that successful learners showed increased connectivity between the left and right SMG after exposure to the new language López-Barroso et al (2015) measured resting-state connectivity before and after word learning training from continuous speech in an artificial language. They found increased connectivity in dorsal fronto-parietal, dorsal auditory-premotor, and ventral frontotemporal networks after training, and a correlation between learning performance and connectivity in a dorsal auditory-premotor network (Lopez-Barroso et al, 2015) The ability to learn words from continuous speech was also related to white matter radial diffusivity (RD) along the left arcuate fasciculus, connecting posterior temporal and inferior frontal area (Lopez-Barroso et al, 2013).…”

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confidence: 99%

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The pace of vocabulary growth during preschool predicts cortical structure at school age

et al. 2017

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Children vary greatly in their vocabulary development during preschool years. Importantly, the pace of this early vocabulary growth predicts vocabulary size at school entrance. Despite its importance for later academic success, not much is known about the relation between individual differences in early vocabulary development and later brain structure and function. Here we examined the association between vocabulary growth in children, as estimated from longitudinal measurements from 14 to 58 months, and individual differences in brain structure measured in 3rd and 4th grade (8–10 years old). Our results show that the pace of vocabulary growth uniquely predicts cortical thickness in the left supramarginal gyrus. Probabilistic tractography revealed that this region is directly connected to the inferior frontal gyrus (pars opercularis) and the ventral premotor cortex, via what is most probably the superior longitudinal fasciculus III. Our findings demonstrate, for the first time, the relation between the pace of vocabulary learning in children and a specific change in the structure of the cerebral cortex, specifically, cortical thickness in the left supramarginal gyrus. They also highlight the fact that differences in the pace of vocabulary growth are associated with the dorsal language stream, which is thought to support speech perception and articulation.

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Section: Discussionsupporting

confidence: 85%

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confidence: 99%

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confidence: 99%

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The pace of vocabulary growth during preschool predicts cortical structure at school age

et al. 2017

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“…Nevertheless, multivariate analyses revealed that the hippocampus and medial temporal lobe (MTL) were coding the identity of repeating sequences. More recently, overlapping spatiotemporal networks that include auditory cortex, regions considered to be part of the dorsal speech (or auditory)-processing stream [45], including the striatum and the hippocampus, have been shown to be differentially engaged as people learn to identify ‘words’ in an artificial language [46]. Similar cortical results have been shown using a natural language task [47] and artificial grammar learning paradigms [48].…”

Section: Neurobiological Systems Involved In Language Learningmentioning

confidence: 68%

Neurobiological Basis of Language Learning Difficulties

Krishnan

Watkins

Bishop

2016

Trends in Cognitive Sciences

174

166

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In this paper we highlight why there is a need to examine subcortical learning systems in children with language impairment and dyslexia, rather than focusing solely on cortical areas relevant for language. First, behavioural studies find that children with these neurodevelopmental disorders perform less well than peers on procedural learning tasks that depend on corticostriatal learning circuits. Second, fMRI studies in neurotypical adults implicate corticostriatal and hippocampal systems in language learning. Finally, structural and functional abnormalities are seen in the striatum in children with language disorders. Studying corticostriatal networks in developmental language disorders could offer us insights into their neurobiological basis and elucidate possible modes of compensation for intervention.

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“…In addition, these results were associated with other changes in the brain showing the involvement of the dorsal pathway: the contrast between trained pseudowords > untrained words activated the inferior parietal lobe, the premotor cortex, and the cerebellum. The inferior parietal lobe is a key area in successful second language learning, as demonstrated in different anatomic and functional studies (Hickok and Poeppel 2004;Buchsbaum et al 2005;Jacquemot and Scott 2006;Baldasarre et al 2012;López-Barroso et al 2015). The premotor cortex and the cerebellum are relevant in articulating learned pseudowords (Price 2012).…”

Section: -Training Effects On Brain Activitymentioning

confidence: 99%

The dynamic imprint of word learning on the dorsal language pathway

et al. 2017

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According to Hickok and Poeppel (2007), the acquisition of new vocabulary rests on the dorsal language pathway connecting auditory and motor areas. The present study tested this hypothesis longitudinally by measuring BOLD signal changes during a verbal repetition task and modulation of resting state functional connectivity (rs-FC) in the dorsal stream. Thirty-five healthy participants, divided into trained and control groups, completed fMRI sessions on days 1, 10, and 24. Between days 1 and 10, the trained group learned 84 new pseudowords associated with 84 native words. Task-related fMRI results showed a reduced activity in the IFG and STG while processing the learned vocabulary after training, returning to initial values two weeks later. Moreover, rs-fMRI analysis showed stronger rs-FC between the IFG and STG in the trained group than in the control group after learning, especially on day 24. These neural changes were more evident in participants with a larger vocabulary. Discussion focuses on the prominent role of the dorsal stream in vocabulary acquisition. Even when their meaning was known, newly learned words were again processed through the dorsal stream two weeks after learning, with the increase in rs-FC between auditory and motor areas being a relevant longterm imprint of vocabulary learning.

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Multiple brain networks underpinning word learning from fluent speech revealed by independent component analysis

Cited by 41 publications

References 86 publications

The pace of vocabulary growth during preschool predicts cortical structure at school age

The pace of vocabulary growth during preschool predicts cortical structure at school age

Neurobiological Basis of Language Learning Difficulties

The dynamic imprint of word learning on the dorsal language pathway

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