202410.11
脳計測を用いた新たな語彙習得研究の開拓（第22回人間脳科学セミナー）
Posted in できごと
脳計測を用いた新たな語彙習得研究の開拓
（第２２回人間脳科学セミナー）
第二言語語彙習得研究を専門として世界的に活躍されているJoe Barcroft先生（Washington University in St. Louis）にご登壇していただきました。今後の語彙習得と脳科学の融合研究について議論しました。また東北大学博士研究員の小室竜也さんにも最新の脳計測を使用した語彙研究について最新アップデートをしていただきました。（内原）
【開催日時】
10月11日(金) 16時30分〜18時10分
【場所】
東北大学加齢医学研究所―スマートエイジング棟３階
【プログラム(予定)】
※使用言語：英語
16:30 – 17:00
Speaker 1: Ryuya Komuro (Tohoku University)
Title: Semantic elaboration task for L2 homograph learning: An extension of Kida and Barcroft (2019)
17:10 – 18:10
Speaker 2: Joe Barcroft (Washington University in St. Louis)
Title: Toward a theory of acoustically varied input and vocabulary learning: How can fMRI research help?
Toward a theory of acoustically varied input and vocabulary learning: How can fMRI research help?
Joe Barcroft (Washington University in St. Louis)
Abstract:
Acoustic variability refers to variations in speech of an indexical nature (e.g., hearing a sibling versus a friend reading the same sentence) that do not alter linguistic content. Increases in many types of acoustic variability, such as talker, speaking-style, and speaking-rate variability, improve vocabulary learning whereas others, such as amplitude variability, do not (Barcroft & Sommers, 2005; Sommers & Barcroft, 2007). These findings support (a) the proposal that acoustically varied input facilitates more robust or distributed developing lexical representations (Barcroft & Sommers, 2005) and (b) the extended phonetic relevance hypothesis (Sommers & Barcroft, 2007), which posits that learners benefit only from sources of variability that are phonetically relevant to them. In this presentation, we first explain how existing research supports these two theoretical proposals. We then discuss specific ways in which future fMRI studies can test the proposals by comparing patterns in neural substrates of positive versus null effects of different types of acoustically varied and acoustically consistent input during lexical input processing and post-learning retrieval of target vocabulary.
Bio:
Joe Barcroft is Professor of Spanish and Second Language Acquisition and Affiliate Professor of Psychological & Brain Sciences at Washington University in St. Louis. His research focuses on second language vocabulary learning, lexical input processing, the bilingual mental lexicon, and psycholinguistic approaches to other issues in second language acquisition. His publications include the books Input-Based Incremental Vocabulary Instruction (2012, TESOL International), Lexical Input Processing and Vocabulary Learning (2015, John Benjamins), the co-edited volume The Routledge Handbook of Second Language Acquisition and Input Processing (2024, Routledge), and research articles in journals such as Studies in Second Language Acquisition, Language Learning, Applied Psycholinguistics, and Memory & Cognition.
脳計測を用いた新たな語彙習得研究の開拓
（第２２回人間脳科学セミナー）
第二言語語彙習得研究を専門として世界的に活躍されているJoe Barcroft先生（Washington University in St. Louis）にご登壇していただきました。今後の語彙習得と脳科学の融合研究について議論しました。また東北大学博士研究員の小室竜也さんにも最新の脳計測を使用した語彙研究について最新アップデートをしていただきました。（内原）
【開催日時】
10月11日(金) 16時30分〜18時10分
【場所】
東北大学加齢医学研究所―スマートエイジング棟３階
【プログラム(予定)】
※使用言語：英語
16:30 – 17:00
Speaker 1: Ryuya Komuro (Tohoku University)
Title: Semantic elaboration task for L2 homograph learning: An extension of Kida and Barcroft (2019)
17:10 – 18:10
Speaker 2: Joe Barcroft (Washington University in St. Louis)
Title: Toward a theory of acoustically varied input and vocabulary learning: How can fMRI research help?
主催：加齢医学研究所人間脳科学研究分野・東北大学国際文化研究科附属言語脳認知総合科学研究センター（担当：内原）
Toward a theory of acoustically varied input and vocabulary learning: How can fMRI research help?
Joe Barcroft (Washington University in St. Louis)
Abstract:
Acoustic variability refers to variations in speech of an indexical nature (e.g., hearing a sibling versus a friend reading the same sentence) that do not alter linguistic content. Increases in many types of acoustic variability, such as talker, speaking-style, and speaking-rate variability, improve vocabulary learning whereas others, such as amplitude variability, do not (Barcroft & Sommers, 2005; Sommers & Barcroft, 2007). These findings support (a) the proposal that acoustically varied input facilitates more robust or distributed developing lexical representations (Barcroft & Sommers, 2005) and (b) the extended phonetic relevance hypothesis (Sommers & Barcroft, 2007), which posits that learners benefit only from sources of variability that are phonetically relevant to them. In this presentation, we first explain how existing research supports these two theoretical proposals. We then discuss specific ways in which future fMRI studies can test the proposals by comparing patterns in neural substrates of positive versus null effects of different types of acoustically varied and acoustically consistent input during lexical input processing and post-learning retrieval of target vocabulary.
Bio:
Joe Barcroft is Professor of Spanish and Second Language Acquisition and Affiliate Professor of Psychological & Brain Sciences at Washington University in St. Louis. His research focuses on second language vocabulary learning, lexical input processing, the bilingual mental lexicon, and psycholinguistic approaches to other issues in second language acquisition. His publications include the books Input-Based Incremental Vocabulary Instruction (2012, TESOL International), Lexical Input Processing and Vocabulary Learning (2015, John Benjamins), the co-edited volume The Routledge Handbook of Second Language Acquisition and Input Processing (2024, Routledge), and research articles in journals such as Studies in Second Language Acquisition, Language Learning, Applied Psycholinguistics, and Memory & Cognition.