Neural pathways of phonological and semantic processing and its relations to children's reading skills

The intrinsic functional connectivity patterns of the phonological and semantic networks in word reading

Previous studies have revealed that phonological and semantic processing recruit separate brain networks. However, the intrinsic functional connectivity patterns of the phonological and semantic networks remain unclear. To address this issue, the present study explored the static and dynamic functional connectivity patterns of phonological and semantic networks during the resting state. The static functional connectivity pattern of the two networks was examined by adopting a voxel-based global brain connectivity (GBC) method. In this analysis, we estimated the within-network connectivity (WNC), between-network connectivity between phonological and semantic networks (BNC_PS), and between-network connectivity of the two language networks (i.e., phonological and semantic networks) with the non-language network (BNC_N). The results showed that both phonological and semantic networks exhibited stronger intra-network connectivity (i.e., WNC) than inter-network connectivity (i.e., BNC_PS and BNC_N), indicating that both networks are relatively encapsulated. For dynamic functional connectivity, three distinct dynamic functional states were identified. Specifically, State 1 showed an overall positive connectivity pattern. State 2 exhibited an overall weak connectivity pattern. State 3 showed positive intra-network connectivity and negative inter-network connectivity. These results suggested that phonological and semantic networks exhibited a flexible integration and segregation pattern over time. Taken together, our results revealed that the phonological and semantic networks showed an intra-network integration and inter-network segregation pattern. These findings deepen our understanding of the intrinsic functional connectivity patterns of language networks.

Neural substrates of L2-L1 transfer effects on phonological awareness in young Chinese-English bilingual children

The growing trend of bilingual education between Chinese and English has contributed to a rise in the number of early bilingual children, who were exposed to L2 prior to formal language instruction of L1. The L2-L1 transfer effect in an L1-dominant environment has been well established. However, the threshold of L2 proficiency at which such transfer manifests remains unclear. This study investigated the behavioral and neural processes involved when manipulating phonemes in an auditory phonological task to uncover the transfer effect in young bilingual children. Sixty-two first graders from elementary schools in Taiwan were recruited in this study (29 Chinese monolinguals, 33 Chinese-English bilinguals). The brain activity was measured using fNIRS (functional near-infrared spectroscopy). Bilingual children showed right lateralization to process Chinese and left lateralization to process English, which supports more on the accommodation effect within the framework of the assimilation-accommodation hypothesis. Also, compared to monolinguals, bilingual children showed more bilateral frontal activation in Chinese, potentially reflecting a mixed influence from L2-L1 transfer effects and increased cognitive load of bilingual exposure. These results elucidate the developmental adjustments in the neural substrates associated with early bilingual exposure in phonological processing, offering valuable insights into the bilingual learning process.