シンポジウム（Symposium）

Symposium Non-linguistic bases of language and its acquisition: Music, Mathematics, Executive Function, Information Technology, and Social Cognition シンポジウム言語機能・獲得の非言語的基盤:音楽・数学・実行機能・IT・社会認知

7月27日（土）14:20～14:50　第4会場（朱鷺メッセ　3F　301） 3S04a-1 Auditory processing and second language acquisition Adam Tierney（Tierney Adam）¹，Magdalena Kachlicka（Kachlicka Magdalena）¹，Hui Sun（Sun Hui）¹，Kazuya Saito（Saito Kazuya）² ¹Birkbeck College ²University College London In a globalized world, a growing number of people are moving to a new country and attempting to learn a second language (L2) in adulthood. However, L2 acquisition is characterized by large individual differences, with some people achieving near-native performance with ease while others produce heavily accented speech, struggle to comprehend speech, and display less grammatical and lexical knowledge. The auditory system is the primary route by which language learners are exposed to language, and auditory patterns provide cues to language structure on multiple levels, from phonemes to syntax. However, there exist large individual differences in auditory processing, even in typically developing adults. In this talk, therefore, I will propose that individual differences in auditory processing have serious consequences for second language learning. Here I will show that impaired auditory processing, as measured via both behavioural and neural techniques, is linked to impaired second language learning, including acquisition of phonemic and syntactic knowledge. This suggests that tests of language learning aptitude should include assessments of sound perception, and that a brief course of auditory training might help some individuals benefit more from their language learning experiences.		7月27日（土）14:50～15:20　第4会場（朱鷺メッセ　3F　301） 3S04a-2 言語と数学における階層構造構築の神経メカニズム Michiru Makuuchi（幕内充）国立障害者リハビリテーションセンター研究所 Hierarchical structure is a hallmark of language. Therefore research for neural basis of language has been trying to elucidate how the brain builds hierarchical structures during sentence processing. Hierarchical structure, however, is found in other cognitive domain such as music and mathematics. As examples, I present our fMRI studies that revealed Broca's area builds hierarchical structures in sentence processing and arithmetic. For language, we measured brain activation during the processing of German double embedding sentences and non-embedding sentences. Arithmetic calculation given in the reverse Polish notation was employed to examine brain activities for hierarchical structure building in mathematics. The mathematical formulae given in the Reverse Polish notation had identical structure to that in Japanese sentence. Moreover, I maintain that drawing has hierarchical structure as well based on our not-yet-published behavioral studies. In this talk, I address why these diverse cognitive skills share hierarchical structure and claim semeiotic as the appropriate cover term for the endeavor to disclose the brain mechanisms for the cognition with hierarchical structure. After reviewing major semiotic theories from Saussure and Peirce to more modern philosophers, I introduce Pavlov's idea of the second order signal system in order to bring the philosophical concepts to biological research. From this perspective, we will be able to establish the neuroscience of human unique cognitive abilities.

7月27日（土）15:20～15:50　第4会場（朱鷺メッセ　3F　301） 3S04a-3 Neurocognitive Correlates of Scientific Text Comprehension: Individual Differences in Executive Functions, Electronic Device Usage and Reading Habits Chun-Ting Hsu（Hsu Chun-Ting）^1,2，Roy Clariana（Clariana Roy）³，Benjamin Schloss（Schloss Benjamin）²，Ping Li（Li Ping）² ¹Kyoto University ²Dept Psychology, Pennsylvania State University, USA ³Dept Learning and Performance Systems, Pennsylvania State University, USA This neurocognitive study examines the impacts of individual differences in executive functions and e-device usage habits as well as knowledge structure of texts on expository text comprehension. By combining fixation-related fMRI and multiband fMRI acquisition (TR = 400 ms), we enabled self-paced naturalistic reading inside the scanner. Fifty-one adult participants read five expository texts (mathematics, GPS, mars exploration, electric circuit, and ship building) in our paradigm. Behavioral assessment of individual differences included measurements of executive functions (working memory, attention and inhibition), analogical reasoning (Raven's), and reading attitudes and habits including electronic device usage. We also applied concepts of network analysis to quantify the knowledge structure of each text. We were thus able to investigate the effect of textual knowledge structure and individual differences on the neurocognitive level along the time course of reading comprehension. Neuroimaging results showed that (1) distinct neural patterns during sentence processing were associated with early focus on surface form analysis (bilateral visual cortex and fusiform gyrus) and later with focus on information integration and mental model construction (bilateral dorsolateral prefrontal cortex, insula, temporoparietal junction, supplementary motor area, and precuneus); (2) optimality of textual knowledge structure determined the amount of neural resources called upon during multitasking and information integration (left frontopolar cortex and right anterior cingulate cortex) for the construction of mental models; and (3) excessive electronic device use related to inefficient coordination between different neural networks during reading (left insula and right claustrum). These results are discussed with respect to multitasking, information integration, and mental model construction under the context of scientific reading/learning.		7月27日（土）15:50～16:20　第4会場（朱鷺メッセ　3F　301） 3S04a-4 The role of social cognition in language learning Hyeonjeong Jeong（Jeong Hyeonjeong） Tohoku University First language (L1) learning occurs in interpersonal social contexts in which children integrate multiple signals such as the actions and intentions of speakers using new words. This type of learning, defined in this talk as learning from social contexts, may enhance understanding about not only the meaning of words but also about their function, that is, how to use these words in social contexts. Learning from social contexts may also occur in second language (L2) learning. Previous neuroimaging studies have focused on traditional L2 learning methods such as rote learning and translation. They have found involvement of language-related networks and the medial temporal area in the learning and consolidation of new information. However, little is known about the effect of L2 learning from social contexts on neural networks. In this talk, I will discuss how brain mechanisms of L2 learning from social contexts differ from those of L2 learning from translation. I will also argue for the importance of L2 learning from social contexts; that is, learning from social contexts can result in stronger neural representations that can boost memory compared to learning from translation. Furthermore, I will discuss the role of non-linguistic brain areas such as social cognition and motor simulation areas in L2 learning. Neuroscience enables us to understand precise brain mechanisms underlying L2 learning and may provide pedagogical implications for L2 education programs in the world.