Мозговые электрические показатели локализации новых слов
Ключевые слова:
чтение, лексикализация новых слов, метод вызванных потенциалов, N400, LPC
Аннотация
Растет популярность исследований развития беглости чтения. Характеристиками беглости чтения являются автоматизация чтения с большей скоростью и точностью, что позволяет читающему упростить процесс высокоуровневого понимания. Ключевым фактором беглости чтения считается создание репрезентаций слов в лексиконе, что в свою очередь дает возможность прямого зрительного распознавания слов. Общепринятым считается факт, что зрительный контакт с новыми словами необходим для создания таких репрезентаций. Однако природа следов в памяти, образующихся вследствие такого обучения, является горячей темой в поведенческой литературе. В то время как некоторые авторы считают, что для создания данных следов достаточно простой зрительной тренировки новых слов, другие полагают, что для создания качественных лексических репрезентаций также требуется тренировка других свойств слов (таких как, например, фонология и значение). Для разрешения этого вопроса требуются более подходящие методы изучения мозга. В этом ключе изучение вызванных потенциалов является эффективным средством для изучения нейрофизиологических механизмов нарабатывания навыка лексического чтения и конкретнее механизмов создания качественных лексических репрезентаций. В данной статье мы обозреваем наиболее заметные исследования вызванных потенциалов создания лексических репрезентаций.Скачивания
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Литература
1. Bakker, I., Takashima, A., van Hell, J. G., Janzen, G., & McQueen, J. M. (2015). Tracking lexical consolidation with ERPs: Lexical and semantic-priming effects on N400 and LPC responses to newlylearned words. Neuropsychologia, 79, 33-41.
2. Balass, M., Nelson, J. R., & Perfetti, C. A. (2010). Word learning: An ERP investigation of word experience effects on recognition and word processing. Contemporary Educational Psychology, 35(2), 126-140.
3. Batterink, L., & Neville, H. (2011). Implicit and explicit mechanisms of word learning in a narrative context: An event-related potential study. Journal of Cognitive Neuroscience, 23(11), 3181-3196. https://doi.org/10.1162/jocn_a_00013
4. Bermúdez-Margaretto, B., Beltrán, D., DomRnguez, A., & Cuetos, F. (2015). Repeated exposure to “meaningless” pseudowords modulates LPC, but not N (FN) 400. Brain Topography, 28(6), 838-851.
5. Borovsky, A., Elman, J. L., & Kutas, M. (2012). Once is enough: N400 indexes semantic integration of novel word meanings from a single exposure in context. Language Learning and Development, 8(3), 278-302.
6. Borovsky, A., Kutas, M., & Elman, J. (2010). Learning to use words: Event-related potentials index single-shot contextual word learning. Cognition, 116(2), 289-296.
7. Bowers, J. S., Davis, C. J., & Hanley, D. A. (2005). Interfering neighbours: The impact of novel word learning on the identification of visually similar words. Cognition, 97(3), B45-B54.
8. Breitenstein, C., Zwitserlood, P., de Vries, M. H., Feldhues, C., Knecht, S., & Dobel, C. (2007). Five days versus a lifetime: Intense associative vocabulary training generates lexically integrated words. Restorative Neurology and Neuroscience, 25(5, 6), 493-500.
9. Clay, F., Bowers, J. S., Davis, C. J., & Hanley, D. A. (2007). Teaching adults new words: the role of practice and consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(5), 970.
10. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204.
11. Dobel, C., Junghöfer, M., Breitenstein, C., Klauke, B., Knecht, S., Pantev, C., & Zwitserlood, P. (2009). New names for known things: On the association of novel word forms with existing semantic information. Journal of Cognitive Neuroscience, 22(6), 1251-1261. https://doi.org/10.1162/jocn.2009.21297
12. Ehri, L. C., & Wilce, L. S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75(1), 3.
13. Frishkoff, G. A., Perfetti, C. A., & Collins-Thompson, K. (2010). Lexical quality in the brain: ERP evidence for robust word learning from context. Developmental Neuropsychology, 35(4), 376-403. https://doi.org/10.1080/87565641.2010.480915
14. Kutas, M., & Federmeier, K. D. (2011). Thirty years and counting: Finding meaning in the N400 component of the event related brain potential (ERP). Annual Review of Psychology, 62, 621-647. https://doi.org/10.1146/annurev.psych.093008.131123
15. Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and lexicalization in opaque and transparent orthographies: Word naming and word learning in English and Spanish. The Quarterly Journal of Experimental Psychology, 70(10), 2105-2129.
16. Kwok, R. K. W., & Ellis, A. W. (2015). Visual word learning in skilled readers of English. The Quarterly Journal of Experimental Psychology, 68(2), 326-349.
17. Leach, L., & Samuel, A. G. (2007). Lexical configuration and lexical engagement: When adults learn new words. Cognitive Psychology, 55(4), 306-353.
18. Maloney, E., Risko, E. F., O’Malley, S., & Besner, D. (2009). Tracking the transition from sublexical to lexical processing: On the creation of orthographic and phonological lexical representations. The Quarterly Journal of Experimental Psychology, 62(5), 858-867. https://doi.org/10.1080/17470210802578385
19. McLaughlin, J., Osterhout, L., & Kim, A. (2004). Neural correlates of second-language word learning: Minimal instruction produces rapid change. Nature Neuroscience, 7(7), 703-704.
20. Mestres-Missé, A., Rodriguez-Fornells, A., & Münte, T. F. (2007). Watching the brain during meaning acquisition. Cerebral Cortex, 17(8), 1858-1866.
21. Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
22. Michel, C. M., Murray, M. M., Lantz, G., Gonzalez, S., Spinelli, L., & de Peralta, R. G. (2004). EEG source imaging. Clinical Neurophysiology, 115(10), 2195-2222.
23. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
24. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Precursors of Functional Literacy, 11, 67-86.
25. Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1281-1292. https://doi.org/10.1037/0278-7393.31.6.1281
26. Picton, T., & Hillyard, S. (1988). Endogenous component of the event-related brain potential. In T.Picton (Ed.), Human event-related potentials: EEG handbook (pp. 361-426). Amsterdam: Elsevier.
27. Qiao, X., & Forster, K. I. (2013). Novel word lexicalization and the prime lexicality effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(4), 1064.
28. Qiao, X., Forster, K., & Witzel, N. (2009). Is banara really a word? Cognition, 113(2), 254-257.
29. Rugg, M. D., & Curran, T. (2007). Event-related potentials and recognition memory. Trends in Cognitive Sciences, 11(6), 251-257. https://doi.org/10.1016/j.tics.2007.04.004
30. Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55(2), 151-218. https://doi.org/10.1016/0010-0277(94)00645-2
31. Stein, M., Dierks, T., Brandeis, D., Wirth, M., Strik, W., & König, T. (2006). Plasticity in the adult language system: A longitudinal electrophysiological study on second language learning. NeuroImage, 33(2), 774-783.
32. Suárez-Coalla, P., Álvarez-Cañizo, M., & Cuetos, F.(2016). Orthographic learning in Spanish children. Journal of Research in Reading, 39(3), 292-311.
33. Tamura, N., Castles, A., & Nation, K. (2017). Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers. Cognition, 163, 93-102.
2. Balass, M., Nelson, J. R., & Perfetti, C. A. (2010). Word learning: An ERP investigation of word experience effects on recognition and word processing. Contemporary Educational Psychology, 35(2), 126-140.
3. Batterink, L., & Neville, H. (2011). Implicit and explicit mechanisms of word learning in a narrative context: An event-related potential study. Journal of Cognitive Neuroscience, 23(11), 3181-3196. https://doi.org/10.1162/jocn_a_00013
4. Bermúdez-Margaretto, B., Beltrán, D., DomRnguez, A., & Cuetos, F. (2015). Repeated exposure to “meaningless” pseudowords modulates LPC, but not N (FN) 400. Brain Topography, 28(6), 838-851.
5. Borovsky, A., Elman, J. L., & Kutas, M. (2012). Once is enough: N400 indexes semantic integration of novel word meanings from a single exposure in context. Language Learning and Development, 8(3), 278-302.
6. Borovsky, A., Kutas, M., & Elman, J. (2010). Learning to use words: Event-related potentials index single-shot contextual word learning. Cognition, 116(2), 289-296.
7. Bowers, J. S., Davis, C. J., & Hanley, D. A. (2005). Interfering neighbours: The impact of novel word learning on the identification of visually similar words. Cognition, 97(3), B45-B54.
8. Breitenstein, C., Zwitserlood, P., de Vries, M. H., Feldhues, C., Knecht, S., & Dobel, C. (2007). Five days versus a lifetime: Intense associative vocabulary training generates lexically integrated words. Restorative Neurology and Neuroscience, 25(5, 6), 493-500.
9. Clay, F., Bowers, J. S., Davis, C. J., & Hanley, D. A. (2007). Teaching adults new words: the role of practice and consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(5), 970.
10. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204.
11. Dobel, C., Junghöfer, M., Breitenstein, C., Klauke, B., Knecht, S., Pantev, C., & Zwitserlood, P. (2009). New names for known things: On the association of novel word forms with existing semantic information. Journal of Cognitive Neuroscience, 22(6), 1251-1261. https://doi.org/10.1162/jocn.2009.21297
12. Ehri, L. C., & Wilce, L. S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75(1), 3.
13. Frishkoff, G. A., Perfetti, C. A., & Collins-Thompson, K. (2010). Lexical quality in the brain: ERP evidence for robust word learning from context. Developmental Neuropsychology, 35(4), 376-403. https://doi.org/10.1080/87565641.2010.480915
14. Kutas, M., & Federmeier, K. D. (2011). Thirty years and counting: Finding meaning in the N400 component of the event related brain potential (ERP). Annual Review of Psychology, 62, 621-647. https://doi.org/10.1146/annurev.psych.093008.131123
15. Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and lexicalization in opaque and transparent orthographies: Word naming and word learning in English and Spanish. The Quarterly Journal of Experimental Psychology, 70(10), 2105-2129.
16. Kwok, R. K. W., & Ellis, A. W. (2015). Visual word learning in skilled readers of English. The Quarterly Journal of Experimental Psychology, 68(2), 326-349.
17. Leach, L., & Samuel, A. G. (2007). Lexical configuration and lexical engagement: When adults learn new words. Cognitive Psychology, 55(4), 306-353.
18. Maloney, E., Risko, E. F., O’Malley, S., & Besner, D. (2009). Tracking the transition from sublexical to lexical processing: On the creation of orthographic and phonological lexical representations. The Quarterly Journal of Experimental Psychology, 62(5), 858-867. https://doi.org/10.1080/17470210802578385
19. McLaughlin, J., Osterhout, L., & Kim, A. (2004). Neural correlates of second-language word learning: Minimal instruction produces rapid change. Nature Neuroscience, 7(7), 703-704.
20. Mestres-Missé, A., Rodriguez-Fornells, A., & Münte, T. F. (2007). Watching the brain during meaning acquisition. Cerebral Cortex, 17(8), 1858-1866.
21. Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
22. Michel, C. M., Murray, M. M., Lantz, G., Gonzalez, S., Spinelli, L., & de Peralta, R. G. (2004). EEG source imaging. Clinical Neurophysiology, 115(10), 2195-2222.
23. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
24. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Precursors of Functional Literacy, 11, 67-86.
25. Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1281-1292. https://doi.org/10.1037/0278-7393.31.6.1281
26. Picton, T., & Hillyard, S. (1988). Endogenous component of the event-related brain potential. In T.Picton (Ed.), Human event-related potentials: EEG handbook (pp. 361-426). Amsterdam: Elsevier.
27. Qiao, X., & Forster, K. I. (2013). Novel word lexicalization and the prime lexicality effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(4), 1064.
28. Qiao, X., Forster, K., & Witzel, N. (2009). Is banara really a word? Cognition, 113(2), 254-257.
29. Rugg, M. D., & Curran, T. (2007). Event-related potentials and recognition memory. Trends in Cognitive Sciences, 11(6), 251-257. https://doi.org/10.1016/j.tics.2007.04.004
30. Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55(2), 151-218. https://doi.org/10.1016/0010-0277(94)00645-2
31. Stein, M., Dierks, T., Brandeis, D., Wirth, M., Strik, W., & König, T. (2006). Plasticity in the adult language system: A longitudinal electrophysiological study on second language learning. NeuroImage, 33(2), 774-783.
32. Suárez-Coalla, P., Álvarez-Cañizo, M., & Cuetos, F.(2016). Orthographic learning in Spanish children. Journal of Research in Reading, 39(3), 292-311.
33. Tamura, N., Castles, A., & Nation, K. (2017). Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers. Cognition, 163, 93-102.
Опубликован
2018-11-05
Как цитировать
Бермудес-МаргареттоБ., БелтранД., КуэтосФ., & ДомингесА. (2018). Мозговые электрические показатели локализации новых слов. Психология. Журнал Высшей школы экономики, 15(2), 246-256. https://doi.org/10.17323/1813-8918-2018-2-246-256
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Нейрокогнитивные аспекты функционирования и использования языка
