Different word-learning contexts alter phonotactic rule learning in 6-month-olds

Abstract

ABSTRACT Context can affect language processing and learning. We here compare the influence of two different contexts (pseudo-objects, data from [Obrig, H., Mock, J., Stephan, F., Richter, M., Vignotto, M., & Rossi, S. (2017). Impact of associative word learning on phonotactic processing in 6-month-old infants: A combined EEG and fNIRS study. Developmental Cognitive Neuroscience, 25, 185–197. https://doi.org/10.1016/j.dcn.2016.09.001] , vs. real objects) on the processing of phonotactically legal vs. illegal pseudowords (PW) in a 3-day learning paradigm in 6-month-olds. Using ERPs and functional Near InfraRed Spectroscopy (fNIRS) we find that short-term (pre-→post-test) and long-term (day1→ day2→day3) attunement to pseudowords is affected by both, learning context and phonotactic status. When real objects are used, fNIRS shows a long-term increase in response magnitude for legal PW. ERPs show a long-term decrease in negativities in response to trained legal PW. Conversely, the pseudo-objects context elicits neuronal attunement to all PW. We propose that legal PW in a real object context cause conflict, leading to difficulties in lexical integration. However, training eases lexical integration of trained legal PW through priming. Our results speak for the early relevance of phonotactics and context in language acquisition.