Banner
    Brain Areas That Process Spoken Language Impacted By Learning Dialects
    By News Staff | October 20th 2013 10:49 AM | 2 comments | Print | E-mail | Track Comments

    Reading this article while someone else read a piece in People means your brain has already been shaped differently than that of the other person. Each experience sends us off on divergent branches, so imaging of brain areas used for understanding language in native Japanese speakers won't reshape how we learn. but it show find that pitch-accent in words pronounced in standard Japanese activates different brain hemispheres depending on whether the listener speaks standard Japanese or one of the regional dialects.

    The paper in Brain and Language examined if speakers of a non-standard dialect used the same brain areas while listening to spoken words as native speakers of the standard dialect or as someone who acquired a second language later in life.

    When we hear language our brain dissects the sounds to extract meaning. However, two people who speak the same language may have trouble understanding each other due to regional accents, such as Australian and American English. In some languages, such as Japanese, these regional differences are more pronounced than an accent and are called dialects.

    Unlike different languages that may have major differences in grammar and vocabulary, the dialects of a language usually differ at the level of sounds and pronunciation. In Japan, in addition to the standard Japanese dialect, which uses a pitch-accent to distinguish identical words with different meanings, there are other regional dialects that do not.

    Similar to the way that a stress in an English word can change its meaning, such as "pro'duce" and "produ'ce", identical words in the standard Japanese language have different meanings depending on the pitch-accent. The syllables of a word can have either a high or a low pitch and the combination of pitch-accents for a particular word imparts it with different meanings.


    Graph showing brain activity in the right and left hemispheres measured as changes in blood oxygen concentration using Near Infrared Spectroscopy. Middle panels show brain responses to words that differ in pitch-accent "ame" (candy in low-high pitch) vs. "a'me"(rain, in high-low pitch) Standard Japanese speakers showed higher activation in the left hemisphere (blue line) whereas the difference in accent-less Japanese speakers did not show a statistically significant left-dominant activation.Credit: RIKEN

    The experimental task was designed to test the participants' responses when they distinguish three types of word pairs: (1) words such as /ame'/ (candy) versus /kame/ (jar) that differ in one sound, (2) words such as /ame'/ (candy) versus /a'me/ (rain) that differ in their pitch accent, and (3) words such as 'ame' (candy in declarative intonation) and /ame?/ (candy in a question intonation).

    RIKEN neuroscientists used Near Infrared Spectroscopy (NIRS) to examine whether the two brain hemispheres are activated differently in response to pitch changes embedded in a pair of words in standard and accent-less dialect speakers. This non-invasive way to visualize brain activity is based on the fact that when a brain area is active, blood supply increases locally in that area and this increase can be detected with an infrared laser.

    It is known that pitch changes activate both hemispheres, whereas word meaning is preferentially associated with the left-hemisphere. When the participants heard the word pair that differed in pitch-accent, /ame'/ (candy) vs /a'me/ (rain), the left hemisphere was predominantly activated in standard dialect speakers, whereas in accent-less dialect speakers did not show the left-dominant activation. Thus, standard Japanese speakers use the pitch-accent to understand the word meaning. However, accent-less dialect speakers process pitch changes similar to individuals who learn a second language later in life.

    The results are surprising because both groups are native Japanese speakers who are familiar with the standard dialect. "Our study reveals that an individual's language experience at a young age can shape the way languages are processed in the brain," comments Dr. Sato. "Sufficient exposure to a language at a young age may change the processing of a second language so that it is the same as that of the native language."



    But not surprising when you know that our brains are unique - just like everyone else's.

    Comments

    These results are not really surprising if you understand that any sequence of experiences will leave its impacts and residues on the brain. What must be understood these, as we have found out, is that the "brain is plastic". So these impacts do not need to leave us with permanent weaknesses or predispositions.

    I believe a subtext to a lot of research (maybe even unconscious) is trying to provide a physical reason why we struggle to learn languages later on whereas we had no trouble earlier learning our first. The fact is that the reasons we struggle later on is to do with how we were taught and some affective factors we sometimes accumulate and don't know how to throw of. Bad teaching causes us to struggle, hence leaving behind the belief that we are not good language learners. A case of mistaken belief as we all proved we are are! Give us better tools and understanding as well as positive attitudes and learning a second can be easier than the first.

    Here is an example of what I mean by better understandings and tools: http://www.strategiesinlanguagelearning.com/how-to-remember-vocabulary/

    You say: "Unlike different languages that may have major differences in grammar and vocabulary, the dialects of a language usually differ at the level of sounds and pronunciation."

    This isn't true. Variations in pronunciation in a language produce different accents. However, when there are differences in grammar and syntax this produces different dialects. And, as is well known, a language is merely a dialect with an army.

    So dialects do not differ in terms of sounds and pronunciation alone, however accents do.

    This is explained neatly here: http://www.icaltefl.com/index.php/tefl-resources/linguistics/1200-accent...