title: Native language experience shapes neural basis of addressed and assembled phonologies.
abstract: Previous studies have suggested differential engagement of addressed and assembled phonologies in reading Chinese and alphabetic languages (e.g., English) and the modulatory role of native language in learning to read a second language. However, it is not clear whether native language experience shapes the neural mechanisms of addressed and assembled phonologies. To address this question, we trained native Chinese and native English speakers to read the same artificial language (based on Korean Hangul) either through addressed (i.e., whole-word mapping) or assembled (i.e., grapheme-to-phoneme mapping) phonology. We found that, for both native Chinese and native English speakers, addressed phonology relied on the regions in the ventral pathway, whereas assembled phonology depended on the regions in the dorsal pathway. More importantly, we found that the neural mechanisms of addressed and assembled phonologies were shaped by native language experience. Specifically, one key region for addressed phonology (i.e., the left middle temporal gyrus) showed greater activation for addressed phonology in native Chinese speakers, while one key region for assembled phonology (i.e., the left supramarginal gyrus) showed more activation for assembled phonology in native English speakers. These results provide direct neuroimaging evidence for the effect of native language experience on the neural mechanisms of phonological access in a new language and support the assimilation-accommodation hypothesis.
authors: Guangdong Key Laboratory of Mental Health and Cognitive Science, Center for Studies of Psychological Application and School of Psychology, South China Normal University, Guangzhou, China; Department of Psychology and Social Behavior, University of California, Irvine, CA, USA. Electronic address: mll830925@126.com.
authors: Leilei
authors: L
authors: Mei
authors: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors: Gui
authors: G
authors: Xue
authors: Center for Cognitive and Behavioral Brain Imaging and Department of Psychology, Ohio State University, Columbus, OH, USA.
authors: Zhong-Lin
authors: ZL
authors: Lu
authors: Faculty of Psychology, Southwest University, Chongqing, China.
authors: Qinghua
authors: Q
authors: He
authors: Department of Psychology, University of Southern California, Los Angeles, CA, USA.
authors: Miao
authors: M
authors: Wei
authors: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors: Mingxia
authors: M
authors: Zhang
authors: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors: Qi
authors: Q
authors: Dong
authors: Department of Psychology and Social Behavior, University of California, Irvine, CA, USA. Electronic address: cschen@uci.edu.
authors: Chuansheng
authors: C
authors: Chen
mesh_terms: D000328:Adult; D001921:Brain / Q000502:physiology*; D001931:Brain Mapping; D003431:Cross-Cultural Comparison; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008279:Magnetic Resonance Imaging; D008297:Male; D019303:Multilingualism; D010700:Phonetics; D011932:Reading; D055815:Young Adult
keywords: Addressed phonology; Assembled phonology; Cross-cultural differences; Word reading; fMRI