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1. Network topology of symbolic and nonsymbolic number comparison

   https://doi.org/10.1162/netn_a_00144  

   Conrad, Benjamin N.; Wilkey, Eric D.; Yeo, Darren J.; Price, Gavin R. (January 2020, Network Neuroscience)

   null (Ed.)

   Author Summary Previous studies of local activity levels suggest that both shared and distinct neural mechanisms support the processing of symbolic (Arabic digits) and nonsymbolic (dot sets) number stimuli, involving regions distributed across frontal, temporal, and parietal cortices. Network-level characterizations of functional connectivity patterns underlying number processing have gone unexplored, however. In this study we examined the whole-brain functional architecture of symbolic and nonsymbolic number comparison. Stronger community membership was observed among auditory regions during symbolic processing, and among cingulo-opercular/salience and basal ganglia networks for nonsymbolic. A dual versus unified fronto-parietal/dorsal attention community organization was observed for symbolic and nonsymbolic formats, respectively. Finally, the inferior temporal gyrus and left intraparietal sulcus, both thought to be preferentially involved in processing number symbols, demonstrated robust differences in community membership between formats. 

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2. Distinct functional connectivity patterns during naturalistic learning by adolescent first versus second language speakers

   https://doi.org/10.1038/s41598-024-69575-1  

   Leon_Guerrero, Sibylla; Mesite, Laura; Luk, Gigi (December 2024, Scientific Reports)

   Spoken lessons (lectures) are commonly used in schools as a medium for conveying educational content. In adolescence, experience-expectant maturation of language and cognitive systems supports learning; however, little is known about whether or how learners' language experiences interact with this integration process during learning. We examined functional connectivity using fMRI in 38 Spanish–English bilingual (L1-Spanish) and English monolingual (L1-English) adolescents during a naturalistic science video lesson in English. Seed analyses including the left inferior frontal gyrus (pars opercularis) and posterior middle temporal gyrus showed that L1-Spanish adolescents, when learning in their second language (L2), displayed widespread bilateral functional connectivity throughout the cortex while L1-English adolescents displayed mostly left-lateralized connectivity with core language regions over the course of the science lesson. Furthermore, we identified functional seed connectivity associated with better learning outcomes for adolescents with diverse language backgrounds. Importantly, functional connectivity patterns in L1-Spanish adolescents while learning in English also correlate with their Spanish cloze reading. Findings suggest that functional networks associated with higher-order language processing and cognitive control are differentially engaged for L1 vs. L2 speakers while learning new information through spoken language. 

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3. Failure to consolidate statistical learning in developmental dyslexia

   https://doi.org/10.3758/s13423-022-02169-y  

   Ballan, Ranin; Durrant, Simon J.; Manoach, Dara S.; Gabay, Yafit (January 2022, Psychonomic Bulletin & Review)

   Statistical learning (SL), the ability to pick up patterns in sensory input, serves as one of the building blocks of language acquisition. Although SL has been studied extensively in developmental dyslexia (DD), much less is known about the way SL evolves over time. The handful of studies examining this question were all limited to the acquisition of motor sequential knowledge or highly learned segmented linguistic units. Here we examined memory consolidation of statistical regularities in adults with DD and typically developed (TD) readers by using auditory SL requiring the segmentation of units from continuous input, which represents one of the earliest learning challenges in language acquisition. DD and TD groups were exposed to tones in a probabilistically determined sequential structure varying in difficulty and subsequently tested for recognition of novel short sequences that adhered to this statistical pattern in immediate and delayed-recall sessions separated by a night of sleep. SL performance of the DD group at the easy and hard difficulty levels was poorer than that of the TD group in the immediate-recall session. Importantly, DD participants showed a significant overnight deterioration in SL performance at the medium difficulty level compared to TD, who instead showed overnight stabilization of the learned information. These findings imply that SL difficulties in DD may arise not only from impaired initial learning but also due to a failure to consolidate statistically structured information into long-term memory. We hypothesize that these deficits disrupt the typical course of language acquisition in those with DD. 

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4. Bilingualism alters infants’ cortical organization for attentional orienting mechanisms

   https://doi.org/10.1111/desc.13172  

   Arredondo, Maria M; Aslin, Richard N; Werker, Janet F (August 2021, Developmental Science)

   A bilingual environment is associated with changes in the brain's structure and function. Some suggest that bilingualism also improves higher‐cognitive functions in infants as young as 6‐months, yet whether this effect is associated with changes in the infant brain remains unknown. In the present study, we measured brain activity using functional near‐infrared spectroscopy in monolingual‐ and bilingual‐raised 6‐ and 10‐month‐old infants. Infants completed an orienting attention task, in which a cue was presented prior to an object appearing on the same (Valid) or opposite (Invalid) side of a display. Task performance did not differ between the groups but neural activity did. At 6‐months, both groups showed greater activity for Valid (> Invalid) trials in frontal regions (left hemisphere for bilinguals, right hemisphere for monolinguals). At 10‐months, bilinguals showed greater activity for Invalid (> Valid) trials in bilateral frontal regions, while monolinguals showed greater brain activity for Valid (> Invalid) trials in left frontal regions. Bilinguals’ brain activity trended with their parents’ reporting of dual‐language mixing when speaking to their child. These findings are the first to indicate how early (dual) language experience can alter the cortical organization underlying broader, non‐linguistic cognitive functions during the first year of life. 

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5. Aspectual Processing Shifts Visual Event Apprehension

   https://doi.org/10.1111/cogs.13476  

   Vurgun, Uğurcan; Ji, Yue; Papafragou, Anna (June 2024, Cognitive Science)

   What is the relationship between language and event cognition? Past work has suggested that linguistic/aspectual distinctions encoding the internal temporal profile of events map onto nonlinguistic event representations. Here, we use a novel visual detection task to directly test the hypothesis that processing telic versus atelic sentences (e.g., “Ebony folded a napkin in 10 seconds” vs. “Ebony did some folding for 10 seconds”) can influence whether the very same visual event is processed as containing distinct temporal stages including a well‐defined endpoint or lacking such structure, respectively. In two experiments, we show that processing (a)telicity in language shifts how people later construe the temporal structure of identical visual stimuli. We conclude that event construals are malleable representations that can align with the linguistic framing of events. 

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