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Morphological and phonological processing in English monolingual, Chinese-English bilingual, and Spanish-English bilingual children: An fNIRS neuroimaging dataset ...
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Morphological and phonological processing in English monolingual, Chinese-English bilingual, and Spanish-English bilingual children: An fNIRS neuroimaging dataset
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In: Data Brief (2022)
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Tinnitus and auditory cortex; Using adapted functional near- infrared- spectroscopy to expand brain imaging in humans
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Predictive processing during a naturalistic statistical learning task in ASD
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In: Faculty Scholarship 2020 (2020)
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Predictive Processing during a Naturalistic Statistical Learning Task in ASD
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In: eNeuro (2020)
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Language and Literacy Development as Revealed Through the Bilingual Brain
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Spoken language proficiency predicts print-speech convergence in beginning readers
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In: Neuroimage (2019)
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Persistent Neurobehavioral Markers of Developmental Morphosyntax Errors in Adults
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In: J Speech Lang Hear Res (2019)
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Human central auditory plasticity: A review of functional nearâ infrared spectroscopy (fNIRS) to measure cochlear implant performance and tinnitus perception
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A Bilingual Advantage? The Functional Organization of Linguistic Competition and Attentional Networks in the Bilingual Developing Brain
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Abstract:
Early life experiences are thought to alter children’s cognition and brain development, yet the precise nature of these changes remains largely unknown. Research has shown that bilinguals’ languages are simultaneously active, and their parallel activation imposes an increased demand for attentional mechanisms even when the intention is to use one of their languages (cf. Kroll & Bialystok, 2013). Theoretical frameworks (Adaptive Control hypothesis; Green & Abutalebi, 2013) propose that daily demands of dual-language experiences impact the organization of neural networks. To test this hypothesis, this dissertation used functional Near-Infrared Spectroscopy (fNIRS) to image brain regions in young monolingual and bilingual children (53 English monolinguals, 40 Spanish-English bilinguals; ages 7-9) while they performed a verbal attention task assessing phonological interference and a non-verbal attention task assessing attentional networks. The results did not reveal differences in behavioral performance between bilinguals and monolinguals, however, the neuroimaging findings revealed three critical differences between the groups: (i) bilingual children engaged less brain activity in left frontal regions, than monolinguals, when managing linguistic competitors in one language thus suggesting efficient processing; (ii) bilinguals showed overall greater brain activity, than monolinguals, in left fronto-parietal regions for attentional networks (i.e., alerting, orienting, and executive); and (iii) bilinguals’ brain activity in left fronto-parietal regions during the Executive attentional network was associated with better language abilities. Taken together, these findings suggest that attentional mechanisms and language processes both interact in bilinguals’ left fronto-parietal regions to impact the dynamics of brain plasticity during child development. This work informs neuro-cognitive theories on how early life experiences such as bilingualism impact brain development and plasticity. ; PHD ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/136988/1/mmarre_1.pdf
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Keyword:
attention; bilingualism; brain development; child development; cognitive development; Psychology; Social Sciences
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URL: https://hdl.handle.net/2027.42/136988
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Bilingualism alters children’s frontal lobe functioning for attentional control
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Brain bases of morphological processing in Chineseâ English bilingual children
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Phonological Working Memory for Words and Nonwords in Cerebral Cortex
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Brain Bases of Chinese Literacy: Measure of Morphological and Phonological Awareness Abilities for Reading in Chinese
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Brain Bases of Auditory Processing in Infants: Localization and Statistical Regularities
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Brain Bases of Morphological Processing in Chinese-English Bilingual Children
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Bilingualism Alters Children's Frontal Lobe Functioning for Attentional Control
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The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
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Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English
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