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Cross-Dialectal Novel Word Learning and Borrowing

ABSTRACT: The objective of this paper was to study the cognitive processes underlying cross-dialectal novel word borrowing and loanword establishment in a Standard-Chinese-to-Shanghainese (SC-SH) auditory lexical learning and borrowing experiment. To investigate these underlying cognitive processes, SC-SH bi-dialectals were compared with SC monolectals as well as bi-dialectals of SC and other Chinese dialects (OD) to investigate the influence of short-term and long-term linguistic experience. Both comprehension and production borrowings were tested. This study found that early and proficient bi-dialectism, even if it is not directly related to the recipient dialect of lexical borrowing, has a protective effect on the ability of cross-dialectal lexical borrowing in early adulthood. Bi-dialectals tend to add separate lexical representations for incidentally encountered dialectal variants, while monolectals tend to assimilate dialectal variants to standard forms. Bi-dialectals, but not monolectals, use etymologically related morphemes between the source and recipient dialects to create nonce-borrowing compounds. Dialectal variability facilitates lexical borrowing via enriching instead of increasing the short-term lexical experience of learners. The long-term bi-dialectal experience of individuals, as well as their short-term exposure to each specific loanword, may collectively shape the route of lexical evolution of co-evolving linguistic varieties.

SUBMITTER: Wu J

PROVIDER: S-EPMC8515950 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Previous research has pointed out that the combination of orthographic and semantic-associative training is a more advantageous strategy for the lexicalization of novel written word-forms than their single orthographic training. However, paradigms used previously involve explicit stimuli categorization (lexical decision), which likely influence word learning. In the present study, we used a more automatic task (silent reading) to determine the advantage of the associative training, by comparing the brain electrical signals elicited in combined (orthographic and semantic) and single (only orthographic) training conditions. In addition, the learning effect (in terms of similar neurophysiological activity between novel and known words) was also tested under a categorization paradigm, enabling determination of the possible influence of the training task in the lexicalization process. Results indicated that novel words repeatedly associated with meaningful cues showed a higher attenuation of N400 responses than those trained in the single orthographic condition, confirming the higher facilitation in the lexico-semantic processing of these stimuli, as a consequence of semantic associations. Moreover, only when the combined training was carried out in the reading task did novel words show similar N400 responses to those elicited by known words, suggesting the achievement of a similar lexical processing to known words. Crucially, when the training is carried out under a demanding task context (lexical decision), known words exhibited positive enhancement within the N400 time window, contributing to maintaining N400 differences with novel trained words and confounding the outcome of the learning. Such deflection-compatible with the modulation of the categorization-related P300 component-suggests that novel word learning could be influenced by the activation of categorization-related processes. Thus, the use of low-demand tasks arises as a more appropriate approach to study novel word learning, enabling the build-up process of mental representations, which probably depends on pure lexical and semantic factors rather than being guided by categorization demands.

Project description:OBJECTIVES:Relatively little is known about how young children with hearing impairment (HI) learn novel words in infant- and adult-directed speech (ADS). Infant-directed speech (IDS) supports word learning in typically developing infants relative to ADS. This study examined how children with normal hearing (NH) and children with HI learn novel words in IDS and ADS. It was predicted that IDS would support novel word learning in both groups of children. In addition, children with HI were expected to be less proficient word learners as compared with their NH peers. DESIGN:A looking-while-listening paradigm was used to measure novel word learning in 16 children with sensorineural HI (age range 23.2 to 42.1 months) who wore either bilateral hearing aids (n = 10) or bilateral cochlear implants (n = 6) and 16 children with NH (age range 23.1 to 42.1 months) who were matched for gender, chronological age, and maternal education level. Two measures of word learning were assessed (accuracy and reaction time). Each child participated in two experiments approximately 1 week apart, one in IDS and one in ADS. RESULTS:Both groups successfully learned the novel words in both speech type conditions, as evidenced by children looking at the correct picture significantly above chance. As a group, children with NH outperformed children with HI in the novel word learning task; however, there were no significant differences between performance on IDS versus ADS. More fine-grained time course analyses revealed that children with HI, and particularly children who use hearing aids, had more difficulty learning novel words in ADS, compared with children with NH. CONCLUSIONS:The pattern of results observed in the children with HI suggests that they may need extended support from clinicians and caregivers, through the use of IDS, during novel word learning. Future research should continue to focus on understanding the factors (e.g., device type and use, age of intervention, audibility, acoustic characteristics of input, etc.) that may influence word learning in children with HI in both IDS and ADS.

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Cross-Dialectal Novel Word Learning and Borrowing

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