Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-05-10 DOI:10.1111/lang.12648
Aina Casaponsa, M. Acebo García-Guerrero, Alejandro Martínez, Natalia Ojeda, Guillaume Thierry, Panos Athanasopoulos
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Abstract

Taza in Spanish refers to cups and mugs in English, whereas glass refers to different glass types in Spanish: copa and vaso. It is still unclear whether such categorical distinctions induce early perceptual differences in speakers of different languages. In this study, for the first time, we report symmetrical effects of terminology on preattentive indices of categorical perception across languages. Native speakers of English or Spanish saw arrays of cups, mugs, copas, and vasos flashed in streams. Visual mismatch negativity, an implicit electrophysiological correlate of perceptual change in the peripheral visual field, was modulated for categorical contrasts marked in the participants’ native language but not for objects designated by the same label. Conversely, P3a, an index of attentional orienting, was modulated only for missing contrasts in the participants’ native language. Thus, whereas native labels influenced participants’ preattentive perceptual encoding of objects, nonverbally encoded dissociations reoriented their attention at a later processing stage.

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两种语言中分类感知的沃尔夫双重分离的电生理学证据
西班牙语中的 Taza 指的是英语中的杯子和马克杯,而 glass 指的是西班牙语中的不同玻璃类型:copa 和 vaso。目前还不清楚这种分类区别是否会引起不同语言使用者的早期知觉差异。在本研究中,我们首次报告了术语对不同语言分类感知前注意指数的对称影响。以英语或西班牙语为母语的人看到的是在流中闪现的杯子、马克杯、copas 和 vasos 阵列。视觉错配负性是外围视野中知觉变化的一种隐性电生理相关性,它对用参与者母语标记的分类对比有调节作用,但对用相同标签指定的物体则没有。相反,作为注意定向指标的 P3a 仅对参与者母语中的缺失对比有调节作用。因此,母语标签会影响受试者对物体的前注意知觉编码,而非语言编码的差异则会在较晚的处理阶段调整受试者的注意方向。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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