Research on the neural bases of bilingual language control has largely overlooked the role of preparatory processes, which are central to cognitive control. Additionally, little is known about how the processes involved in global language selection may differ from those involved in the selection of words and morpho-syntactic rules for manipulating them. These processes were examined separately in an fMRI experiment, with an emphasis on understanding how and when general cognitive control regions become activated. Results of region-of-interest analyses on 23 early Spanish-English bilinguals showed that the anterior cingulate cortex (ACC) was primarily engaged during the language preparation phase of the task, whereas the left prefrontal (DLPFC) and pre-supplementary motor areas showed increasing activation from preparation to execution. Activation in the basal ganglia (BG), left middle temporal lobe, and right precentral cortical regions did not significantly differ throughout the task. These results suggest that three core cognitive control regions, the ACC, DLPFC, and BG, which have been previously implicated in bilingual language control, engage in distinct neurocognitive processes. Specifically, the results are consistent with the view that the BG "keep track" of the target language in use throughout various levels of language selection, that the ACC is particularly important for top-down target language preparation, and that the left prefrontal cortex is increasingly involved in selection processes from preparation through task execution.
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http://dx.doi.org/10.1016/j.neuroimage.2018.02.010 | DOI Listing |
PLoS One
January 2025
School of Politics and Public Administration, South China Normal University, Guangdong, China.
Recent research has integrated positive psychology with the Second Language Motivational Self System (L2MMS) to explore how enjoyment, L2 self-guides (including ideal L2 self and ought-to L2 self), and engagement interact among school-aged second-language (L2) learners. However, there is a significant gap in understanding these dynamics among adult learners, particularly those who primarily learn a second language online-a group that has been largely overlooked. To address this gap, our study examined the underlying mechanisms connecting these constructs.
View Article and Find Full Text PDFBehav Sci (Basel)
January 2025
Department of Psychology, Qingdao University, Qingdao 266071, China.
In the present study, we set out to examine the effect of background noise on bilingual language comprehension between a person's first language (L1) and second language (L2). Language control systems seem to systematically engage in bilingual language production, as evidenced by the presence of switch costs with slower responses to switch trials than repeat trials. However, this systematic engagement does not uniformly apply to comprehension, as the involvement of language control in bilingual comprehension may vary depending on external contexts.
View Article and Find Full Text PDFBrain Sci
January 2025
Faculty of Medicine and Surgery, Vita-Salute San Raffaele University, 20132 Milan, Italy.
Background/objectives: A neurobiological framework of bi- or multilingual neurocognitive development must consider the following: (i) longitudinal behavioral and neural measures; (ii) brain developmental constraints across structure and function; and (iii) the development of global multilingual competence in a homogeneous social environment. In this study, we investigated whether multilingual competence yields early changes in executive attention control mechanisms and their underlying neural structures in the frontal-striatal system, such as the dorsal anterior cingulate cortex/pre-supplemental area and the left caudate.
Methods: We employed longitudinal neuroimaging and functional connectivity methods in a small group of multilingual children over two years.
Br J Educ Psychol
January 2025
Department of employment and admission, Changsha University, Changsha, China.
Aim: From the perspective of cognitive load theory, the present study examined the relative effectiveness of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning.
Methods: A total of 162 upper-intermediate Chinese learners of English as a foreign language watched an English clip in one of 4 subtitling conditions: L1-bilingual, bilingual-bilingual, L2-L2, and no subtitles.
Results: Results suggested a statistically significant advantage for the L1-bilingual condition over other conditions for word form and meaning recall.
Health Res Policy Syst
January 2025
Plymouth Institute of Health and Care Research, Peninsula Dental School, Faculty of Health, University of Plymouth, Plymouth, PL4 8AA, UK.
Background: In the context of research priority-setting, participants express their research priorities and ideas in various forms, ranging from narratives to explicit topics or questions. However, the transition from these expressions to well-structured research topics or questions is not always straightforward. Challenges intensify when research priorities pertain to interventions or diagnostic accuracy, requiring the conversion of narratives into the Participant, Intervention, Comparator, Outcome (PICO) format.
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