To get class slides

1
To get class slides

• http//web.gc.cuny.edu/Speechandhearing/labs/nl/in
  dexnl.htm
• Click on box on right of pictures with the set of
  slides you want (e.g.,  1-24 is from July 6)
  it'll say 'Dr. Obler's St. Petersburg
  Bilingualism Class'.

2
Review

• Introduction to Neurolinguistics (study of
  language organization (representation and
  processing) in the brain)
• Phenomena of bilingualism

3
(by they way)

• One phenomenon, two phenomena
• The phenomenon is one that.
• The phenomena are those that..

4
Review

• Phenomena of bilingualism,
• Defining bilingualism broadly
• -balanced
• -second-language learner
• -dominant language
• -native-like, near-native
• -modality

5
Review

• -heritage language speaker
• -translation
• -simultaneous interpretation
• -literacy
• -register
• -proficiency

6
Review

• Proficiency
• -self-report

7

• Proficiency
• -self-report (general, modality-specific)
• -tests of specific language abilities
• -interview

8
How do we measure proficiency?

• Can-do scale
• Speaking
• -I can say hello to neighbors
• -I can talk with my friends about daily
  activities
• -I can talk about my college major
• -I can give a lecture on a topic I know well

9
How do we measure proficiency?

• Similarly for listening-comprehension
• -reading
• -writing

10
How do we measure proficiency?

• Ask your parents what words you know (MacArthur
  Communicative Development Inventory Elizabeth
  Bates)

11
Any skills weve forgotten to measure?

• Translation
• Simultaneous interpretation

12
What else matters in evaluating language
abilities?

• Age of acquisition
• Manner of acquisition
• Amount of exposure
• Age of ending acquisition
• Amount of usage
• Attrition
• Manner of processing

13
Age of Acquisition

• Critical Period (Lenneberg, 1967)
• Sensitive Period(s) (Long)
• Period in childhood after which learning a
  language becomes markedly more difficult
• Age of arrival as an immigrant?

14
Manner of acquisition

• Immersion
• In school
• Translation
• Audio-lingual
• After learning a related language

15
Amount of Exposure

• In childhood only?
• Age of ending acquisition
• International adoptees
• Children of immigrants
• Incomplete acquisition

16
Amount of Usage

• Work
• Home
• With whom? Li Wei, Hia Datta

17
Attrition

• Less ability than previously in a given language
• -Heavier accent
• -Difficulty finding words
• -Errors in morphology, syntax
• -Spelling errors

18
Attrition

• L1 Hia Datta
• L2 Bahrick

19
Manner of processing

• Compound single system
• Coordinate two systems
• Subordinate L2 processed via L1

20
Kroll, J.F., Tokowicz, N. (2005). Models of
bilingual representation and processing. In Kroll
De Groot (Eds .), Handbook of Bilingualism.
21
The revised Hierarchical Model. Adapted from
Kroll and Stewart (1994). L1, first language L2,
second language
Kroll, J.F., Tokowicz, N. (2005). Models of
bilingual representation and processing. In Kroll
De Groot (Eds .), Handbook of Bilingualism.
22
Manner of processing

• Compound single system
• Coordinate two systems
• Subordinate L2 processed via L1
• Lexicon only?

23
Classify bilinguals by proficiency and history

• Balanced bilingual
• Near-native speaker of L2
• Dominant bilingual
• Second-language learner
• Heritage language speaker, incomplete acquisition
• Attrited speaker, of L1 or L2

24
Classify bilinguals by processing

• Compound
• Coordinate
• Subordinate

25
Conclude

• Each bilingual different
• Is each monolingual?
• Is everyones L1 the same?

26
L1 differs by

• Amount of exposure
• Vocabulary 300,000 v. 100,000
• Type of exposure
• - formulaic, idiomatic,
• propositional, metaphoric

27
L1 differs by

• Amount, type of use
• -practice reading
• Pragmatic abilities
• -interpret whats behind the words
• -be polite
• -complain effectively
• -interview for a job
• -negotiate

28
Brain

• What do we know?
• How do we know it?

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33
The Major Features of a Typical Neuron. Neurons
gather information through contacts with other
cells on their dendrites and cell body. They
communicate with other cells through their axons.
(Beatty, Jackson (2001). The Human Brain
Essentials of Behavioral Neuroscience. Thousand
Oaks Sage Publications, Inc., pp. 37).
34
Molecular Mechanisms Responsible for LTP.
Long-term potentiation is initiated by the influx
of calcium through an activated NMDA receptor,
which activates protein kinases. The activated
protein kinases can exert two effects. First,
they can produce a permanent increase in the
responsiveness of non-NMDA glutatmate receptors
so that they will respond more vigorously to
input in the future. Second, they can release a
retrograde transmitter or messenger, such as
nitric oxide, that alters the response of the
presynaptic cell, inducing it to release more
neurotransmitter for each action potential that
it receives in the future. Thus, the
NMDA-protein-kinase system can produce
long-lasting changes both presynaptically and
postsynaptically as a function of its experience.
(Beatty, Jackson (2001). The Human Brain
Essentials of Behavioral Neuroscience. Thousand
Oaks Sage Publications, Inc., pp. 423).
35
How do we know how cells work?

• Snails
• Frogs

36
How about in humans?

• Post-mortem examinations

37
A Golgi-Stained Cell. This drawing by Ramón y
Cajal shows a Golgi stain of a large triangularly
shaped pyramidal cell from the human cerebral
cortex. (Beatty, Jackson (2001). The Human
Brain Essentials of Behavioral Neuroscience.
Thousand Oaks Sage Publications, Inc., pp.14
From Santiago Ramón y Cajal, Histologie du
systeme nerveux de lhomme et des vertebres.
Paris A. Maloine, 1909-1911).
38
The Diversity of Neuronal Forms. These drawings
by the Spaniard Santiago Ramón y Cajal
beautifully illustrate the wide ranges of
cellular forms adopted by neurons in fulfilling
specific information-processing functions. They
are of cells in the upper layers of the motor
cortex of an infant who died at the age of 1
month. (Beatty, Jackson (2001). The Human
Brain Essentials of Behavioral Neuroscience.
Thousand Oaks Sage Publications, Inc., pp. 30.
Portrait courtesy of the History and Special
Collections division of the Louise M. Darling
Biomedical Library, UCLA).
39
The Meninges. Three layers of membrane surround
the brain and spinal cord. They are the dura
mater, the arachnoid, and the pia mater. The
subarachnoid space is filled with cerebrospinal
fluid and provides space for the arteries that
serve the brain. (Beatty, Jackson (2001). The
Human Brain Essentials of Behavioral
Neuroscience. Thousand Oaks Sage Publications,
Inc., pp. 51).
40
Outlines with Funtional Attribution
40

• http//spot.colorado.edu/dubin/talks/brodmann/bro
  dmann.html

41
Brain from above symmetrical?
42
VasculatureInner surface
43
Medial surface
44
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Outlines with Funtional Attribution
45

• http//spot.colorado.edu/dubin/talks/brodmann/bro
  dmann.html

46
Brodmanns Functional Map
46
http//spot.colorado.edu/dubin/talks/brodmann/bro
dmann.html
47

• Cytoarchitectonics
• Left Brodmann area 44 / Right Brodmann area
  45
• Brocas Region (2006), Grodzinsky Amunts (eds),
  Ch. 23. Riegele

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47
48
Original Brodmann Map - colorized

• http//spot.colorado.edu/dubin/talks/brodmann/bro
  dmann.html

48
49
Motor strip
50
homunculus
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Subcortical brain regions
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Cortical-subcortical relation
54
The Principal Planes of Section Illustrated for a
Human Brain. These three planes provide the
conventional view of the human nervous system, at
both microscopic and macroscopic scales.
(Beatty, Jackson (2001). The Human Brain
Essentials of Behavioral Neuroscience. Thousand
Oaks Sage Publications, Inc., pp. 49).
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Normal brain
57
Aphasia

• Language problems resulting from damage to the
  brain

58
Stroke
59
Brain with bullet wound
60
Benign meningioma (tumor)
61
Alzheimers Disease
62
Photographs of the brains of Leborgne. Lateral
view The external lesion is clearly visible in
the inferior frontal lobe. The softening in the
area superior and posterior to the lesion
suggests further cortical and subcortical
involvement.
62