Learning Effect Mediates Age-related Differences in Foreign Word Learning: An ERP Study
Poster No:
1000
Submission Type:
Abstract Submission
Authors:
Yiyuan Chen1, Wenwen Chen2, Yan Huang3, Hengyi Rao4,5
Institutions:
1Institute of Linguistics, Shanghai International Studies University, Shanghai, China, 2Shanghai International Studies University, Shanghai, China, 3School of Foreign Languages, East China University Science and Technology, Shanghai, China, 4Center for Functional Neuroimaging, Department of Neurology, University of Pennsylvania, Philadelphia, PA, USA, 5Chronobiology and Sleep Institute, Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States
First Author:
Co-Author(s):
Hengyi Rao
Center for Functional Neuroimaging, Department of Neurology, University of Pennsylvania|Chronobiology and Sleep Institute, Department of Psychiatry, University of Pennsylvania
Philadelphia, PA, USA|Philadelphia, PA, United States
Center for Functional Neuroimaging, Department of Neurology, University of Pennsylvania|Chronobiology and Sleep Institute, Department of Psychiatry, University of Pennsylvania
Philadelphia, PA, USA|Philadelphia, PA, United States
Introduction:
Old language learners might be poorer learners, but the relationship between age and foreign language learning ability is far more complex. Previous studies have examined the neural mechanisms underlying the fast acquisition of foreign vocabulary and revealed dynamic changes in several event-related potential (ERP) components during novel word learning. However, few studies have discussed the role ERP components in the process of foreign language learning among different ages.
Methods:
The present study used ERP and administered a paired-associate word learning task and a recall test in two sections to 55 healthy young, middle-aged, and older adults (21 males). During each section, participants were instructed to learn and memorize 60 pairs of English pseudowords with Chinese meanings over three rounds, followed by a pen-and-paper cued-recall test. While performing the word learning task, electroencephalography (EEG) was recorded.
Results:
For the recall test, a decrease in performance was observed with increasing age. For the ERP record, N400 as a landmark ERP component for semantic accessibility, was found in both sections. Interestingly, the mediation analysis shows that N400 amplitude difference of two recall tests, partially mediated the age effect on word learning task.
The regression coefficient of the N400 amplitude difference is 7.293 (p < 0.05) and statistically significant, showing that N400 amplitude difference positively influences recall test score.
The regression coefficient of the N400 amplitude difference is 7.293 (p < 0.05) and statistically significant, showing that N400 amplitude difference positively influences recall test score.
·Figure.1. All three scatterplots clearly show the correlation between age and N400 amplitude difference (A), N400 amplitude difference and second recall test score (B), and age and second recall test
·Figure.2. Between age and second score, IE means the indirect effect, DE means direct effect.
Conclusions:
This finding shows the learning effect of N400 plays an important role in the construction of foreign word learning across different age groups. The word learning efficiency of young people is better than that of elderly. Future research should test the generalizability of the results in other aspects of language such as syntax.
Language:
Language Acquisition 1
Lifespan Development:
Aging 2
Novel Imaging Acquisition Methods:
EEG
Keywords:
Acquisition
Electroencephaolography (EEG)
Language
Learning
Other - Foreign Language Learning
1|2Indicates the priority used for review
Provide references using author date format
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