11: representational issues

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11 representational issues
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Paper Sebastian Gallés et al. 2005

• Representation of words in simultaneous
  Bilinguals is different from early bilinguals,
  similar to monolinguals
• The simultaneous Catalan_Spanish bilinguals
  behave more like Catalan Sp. Monolinguals, and
  simultaneous Spanish Catalan Bilinguals are
  better than the spanish catalan monolinguals.

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Cerebral representation of language in bilinguals
Sakay 2005
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though actually
Pf_ prefrontal cortex B_ Broca Area M/Ss_Middle
Frontal Gyrus (?) Sm/AG_Supramarginal Gyrus /
Angular Area A_ Auditory Cortex W _ Wernicke
Area TP_ Temporal Pole It_ Inferior temporal lobe
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Cerebral representation of language in bilinguals

• First language represented more compact than the
  second language
• Variability of L1 (through individuals) is less
  than for the second language
• L2 is more similar to L1 as a function of its use
  and of its age of acquisition
• No evidence that similar languages are
  represented more closely in the brain (or
  vice-versa)

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Neuroimaging studies have shown that in addition
to a common cortical network activated during
both L1 and L2 comprehension, late bilinguals
activate supplementary areas

• Kim KH, Relkin NR, Lee KM and Hirsch J. Distinct
  cortical areas associated with native and second
  languages. Nature 1997 3881711745.
• Price CJ, Green DW and von Studnitz R. A
  functional imaging study of translation and
  language switching. Brain 1999 12222212235.
• Perani D, Paulesu E, Sebastián-Gallés N, Dupoux
  E, Dehaene S, Bettinardi V et al. The bilingual
  brain. Proficiency and age of acquisition of the
  second language. Brain 1998 12118411852.

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Dehaene et al. 1997
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Wartemburger et al. 2003
EA Early Acquisition LA Late Acquisition HP
High Proficiency LP Low Proficiency
- représentation corticale de la syntaxe affectée
par l'âge d'acquisition - représentation
corticale de la sémantique affectée par la
'proficiency'
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Kim et al. (1997)
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Kim et al. (1997)
Late bilinguals Brocas area
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Imagery Studies

• Experimental design very difficult to make (gross
  time scale)
• Too many variables, too few studies to get really
  strong conclusions

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Impact of early experience

• Some studies show that adoptees have lost
  entirely their first language
• Other studies show that early exposure can leave
  traces in the brain

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Bilingual reminiscences

• Adult learners of Spanish (L2 onset 14 years)
• 11 childhood overhearers (M9.3 hr/week) for at
  least 3 years, between birth- age 6. No spoken
  Spanish
• 12 typical L2 learners, minimal experience with
  Spanish
• Both groups ? school formal learning of Spanish
• 12 native Spanish speakers (in fact,
  Spanish-English bilinguals)

Au et al. (2002)
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Phonology Production taskDiga ____ por favor

• tacos, beso vs. notar, jabón

Lenitetion of voiced plosives in Spanish
VOT
Au et al. (2002)
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Morphosyntax Verbal completion of jigsaw puzzles

• Pon los pianos blancos en 4, pon la vaca negra
  en 3

Au et al. (2002)
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Morphosyntax (Comprehension) Grammaticality
judgments

• Number/gender agreement in NP
• Number/person agreement in verbs
• Tense-aspect marking in verbs
• Negation
• Indirect object

Conclusion by Au et al The only advantage
visible and measurable of 'overhearers' concerns
consonants production (nothing in morphosyntax)
Au et al. (2002)
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Adopted infants/children
Korean children adopted at 3-8 years, tested at
20-32 years
Pallier et al. 2003
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Adopted infants/children
Pallier et al. 2003
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Zum Schluss

• Sehr spannende Fragen
• Und Vielen Dank für ein schönes Semester!!

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