Enhanced activations in syntax-related regions for multilinguals while acquiring a new language

Keita Umejima,Suzanne Flynn,Kuniyoshi L Sakai

doi:10.1038/s41598-021-86710-4

Abstract

The neuroscientific foundation of multilingualism, a unique cognitive capacity, necessitates further elucidation. We conducted an fMRI experiment to evaluate the acquisition of syntactic features in a new language (Kazakh) for multilinguals and bilinguals. Results showed that the multilinguals who were more proficient in their second/third languages needed fewer task trials to acquire Kazakh phonology. Regarding group differences, the reduction in response times during the initial exposure to Kazakh were significantly larger for the multilinguals than the bilinguals. For the multilinguals, activations in the bilateral frontal/temporal regions were maintained at a higher level than the initial level during subsequent new grammar conditions. For the bilinguals, activations in the basal ganglia/thalamus and cerebellum decreased to the initial level each time. Direct group comparisons showed significantly enhanced activations for the multilinguals in the left ventral inferior frontal gyrus. These results indicate that both syntax-related and domain-general brain networks were more enhanced for the multilinguals. We also unexpectedly observed significant activations in the visual areas for the multilinguals, implying the use of visual representation even when listening to speech sounds alone. Because the multilinguals were able to successfully utilize acquired knowledge in an accumulated manner, the results support the cumulative-enhancement model of language acquisition.

Highlights

The neuroscientific foundation of multilingualism, a unique cognitive capacity, necessitates further elucidation
In this paper we argue that learning new languages is a cumulative process, and evidence for the cumulative-enhancement model proposed in this paper derives from fourth language acquisition of Kazakh in a syntactic task performed by Japanese first language (L1) learners, who have learned English as a second language (L2) and learned a third language (L3), typically Spanish
To what degree can a theory of a domain-specific genetic endowment for language, which has been argued to characterize L1 and L2 acquisition, characterize L3 acquisition? Do arguments, for example, about “the poverty of stimulus” still hold for multilingualism? Results indicate that L3, multilingualism, is constrained as in L1 acquisition and L2 bilingualism

Summary

Introduction

The neuroscientific foundation of multilingualism, a unique cognitive capacity, necessitates further elucidation. There was a significant decrease in the number of blocks from Wpre/G1 to G2/G3 (Multi, t(49) = –3.5, p = 0.001; Bi, t(34) = –3.4, p = 0.002), importantly indicating the progressive acquisition of Kazakh grammars for both groups.

Results

Conclusion