The impact of second language learning on semantic and nonsemantic first language reading

The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second alphabetic language, that uses the same letters as the first, increases the phonological associations that can be linked to the same orthographic...

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Vydáno v:	Cerebral cortex (New York, N.Y. 1991) Ročník 20; číslo 2; s. 315
Hlavní autoři:	Nosarti, Chiara, Mechelli, Andrea, Green, David W, Price, Cathy J
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	United States 01.02.2010
Témata:	Adult Brain Mapping Dominance, Cerebral - physiology Female Functional Laterality - physiology Humans Language Language Tests Learning - physiology Magnetic Resonance Imaging Male Multilingualism Nerve Net - anatomy & histology Nerve Net - physiology Neural Pathways - anatomy & histology Neural Pathways - physiology Neuropsychological Tests Prefrontal Cortex - anatomy & histology Prefrontal Cortex - physiology Semantics Verbal Behavior - physiology
ISSN:	1460-2199, 1460-2199
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Abstract	The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second alphabetic language, that uses the same letters as the first, increases the phonological associations that can be linked to the same orthographic units. In subjects with English as their first language, previous functional imaging studies have reported increased left ventral prefrontal activation for reading words with spellings that are inconsistent with their orthographic neighbors (e.g., PINT) compared with words that are consistent with their orthographic neighbors (e.g., SHIP). Here, using functional magnetic resonance imaging (fMRI) in 17 Italian-English and 13 English-Italian bilinguals, we demonstrate that left ventral prefrontal activation for first language reading increases with second language vocabulary knowledge. This suggests that learning a second alphabetic language changes the way that words are read in the first alphabetic language. Specifically, first language reading is more reliant on both lexical/semantic and nonlexical processing when new orthographic to phonological mappings are introduced by second language learning. Our observations were in a context that required participants to switch between languages. They motivate future fMRI studies to test whether first language reading is also altered in contexts when the second language is not in use.
AbstractList	The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second alphabetic language, that uses the same letters as the first, increases the phonological associations that can be linked to the same orthographic units. In subjects with English as their first language, previous functional imaging studies have reported increased left ventral prefrontal activation for reading words with spellings that are inconsistent with their orthographic neighbors (e.g., PINT) compared with words that are consistent with their orthographic neighbors (e.g., SHIP). Here, using functional magnetic resonance imaging (fMRI) in 17 Italian-English and 13 English-Italian bilinguals, we demonstrate that left ventral prefrontal activation for first language reading increases with second language vocabulary knowledge. This suggests that learning a second alphabetic language changes the way that words are read in the first alphabetic language. Specifically, first language reading is more reliant on both lexical/semantic and nonlexical processing when new orthographic to phonological mappings are introduced by second language learning. Our observations were in a context that required participants to switch between languages. They motivate future fMRI studies to test whether first language reading is also altered in contexts when the second language is not in use. The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second alphabetic language, that uses the same letters as the first, increases the phonological associations that can be linked to the same orthographic units. In subjects with English as their first language, previous functional imaging studies have reported increased left ventral prefrontal activation for reading words with spellings that are inconsistent with their orthographic neighbors (e.g., PINT) compared with words that are consistent with their orthographic neighbors (e.g., SHIP). Here, using functional magnetic resonance imaging (fMRI) in 17 Italian-English and 13 English-Italian bilinguals, we demonstrate that left ventral prefrontal activation for first language reading increases with second language vocabulary knowledge. This suggests that learning a second alphabetic language changes the way that words are read in the first alphabetic language. Specifically, first language reading is more reliant on both lexical/semantic and nonlexical processing when new orthographic to phonological mappings are introduced by second language learning. Our observations were in a context that required participants to switch between languages. They motivate future fMRI studies to test whether first language reading is also altered in contexts when the second language is not in use.The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second alphabetic language, that uses the same letters as the first, increases the phonological associations that can be linked to the same orthographic units. In subjects with English as their first language, previous functional imaging studies have reported increased left ventral prefrontal activation for reading words with spellings that are inconsistent with their orthographic neighbors (e.g., PINT) compared with words that are consistent with their orthographic neighbors (e.g., SHIP). Here, using functional magnetic resonance imaging (fMRI) in 17 Italian-English and 13 English-Italian bilinguals, we demonstrate that left ventral prefrontal activation for first language reading increases with second language vocabulary knowledge. This suggests that learning a second alphabetic language changes the way that words are read in the first alphabetic language. Specifically, first language reading is more reliant on both lexical/semantic and nonlexical processing when new orthographic to phonological mappings are introduced by second language learning. Our observations were in a context that required participants to switch between languages. They motivate future fMRI studies to test whether first language reading is also altered in contexts when the second language is not in use.
Author	Nosarti, Chiara Green, David W Mechelli, Andrea Price, Cathy J
Author_xml	– sequence: 1 givenname: Chiara surname: Nosarti fullname: Nosarti, Chiara organization: Department of Psychiatry, Biomedical Research Centre for Mental Health, Institute of Psychiatry, King's College London, UK – sequence: 2 givenname: Andrea surname: Mechelli fullname: Mechelli, Andrea – sequence: 3 givenname: David W surname: Green fullname: Green, David W – sequence: 4 givenname: Cathy J surname: Price fullname: Price, Cathy J
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Snippet	The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second...
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SubjectTerms	Adult Brain Mapping Dominance, Cerebral - physiology Female Functional Laterality - physiology Humans Language Language Tests Learning - physiology Magnetic Resonance Imaging Male Multilingualism Nerve Net - anatomy & histology Nerve Net - physiology Neural Pathways - anatomy & histology Neural Pathways - physiology Neuropsychological Tests Prefrontal Cortex - anatomy & histology Prefrontal Cortex - physiology Semantics Verbal Behavior - physiology
Title	The impact of second language learning on semantic and nonsemantic first language reading
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