PIRE II: Translating cognitive and brain science in the laboratory and field to language learning environments
PIRE II: Translating cognitive and brain science in the laboratory and field to language learning environments
Research Network
Penn State and UC Irvine PIRE Faculty |
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University
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Name
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Department Affiliation
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Penn State |
Roger Beaty |
Psychology |
Penn State |
Matt Carlson |
Spanish and Linguistics |
UC Irvine |
Carol Connor |
Education |
Penn State |
Amy Crosson |
Education |
Penn State |
Michele Diaz |
Psychology and Linguistics |
Penn State |
Paola E. (Giuli) Dussias |
Spanish and Linguistics |
UC Irvine |
Richard Futrell |
Language Science |
UC Irvine |
Brandy Gatlin |
Education |
UC Irvine |
Greg Hickok |
Cognitive Sciences |
Penn State |
Carrie Jackson |
German and Linguistics |
Penn State |
Elisabeth Karuza |
Psychology |
UC Irvine |
Judith Kroll |
Psychology |
UC Irvine |
Glenn Levine |
European Languages and Studies |
Penn State |
John Lipski |
Spanish and Linguistics |
Penn State |
Carol Miller |
Communication Science and Disorders |
Penn State |
Karen Miller |
Spanish and Linguistics |
UC Irvine |
Lisa Pearl |
Language Science, Cognitive Sciences |
UC Irvine |
Elizabeth Peña |
Education |
Penn State |
Michael T. Putnam |
German and Linguistics |
Penn State |
Lisa Reed |
French and Linguistics |
Penn State |
Chaleece Sandberg |
Communication Sciences and Disorders |
UC Irvine |
Gregory Scontras |
Language Science |
UC Irvine |
Julio Torres |
Spanish & Portuguese |
Penn State |
Rena Torres Cacoullos |
Spanish and Linguistics |
Penn State |
Janet van Hell |
Psychology and Linguistics |
Penn State |
Navin Viswanathan |
Communication Sciences & Disorders, Linguistics |
Penn State |
Daniel Weiss |
Psychology and Linguistics |
Domestic Partners |
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University
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Name
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Department Affiliation
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University of Florida |
Jessi Aaron |
Spanish and Portuguese |
Gallaudet University |
Thomas Allen |
Educational Neuroscience |
University of Illinois at Urbana-Champaign |
Eurydice Bouchereau Bauer |
Curriculum and Instruction |
University of Puerto Rico |
Rosa Guzzardo Tamargo |
Hispanic Linguistics |
University of Florida |
Edith Kaan |
Linguistics |
University of Florida |
Jorge Valdés Kroff |
Spanish and Portuguese |
University of Puerto Rico |
Luis Ortiz López |
Hispanic Linguistics |
University of New Mexico |
Jill Morford |
Linguistics |
Gallaudet University, Georgetown University |
Laura Ann Petitto |
Psychology |
Haskins Laboratory (Yale University and University of Conneticut |
Kenneth Pugh |
Psychology (University of Connecticut), Linguistics (Yale University) |
University of Florida |
Eleonora Rossi |
Linguistics |
University of Florida |
Stephanie Wulff |
Linguistics |
International Partners |
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Latin America |
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Country
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University
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Name
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Department Affiliation
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Mexico |
Universidad Nacional Autónoma de México |
Natalia Arias-Trejo |
Psychology |
Colombia |
University of Antioquia |
Marianne Dieck |
Languages and Linguistics |
Europe |
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Country
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University
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Name
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Department Affiliation
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Spain |
University of Granada |
Teresa Bajo |
Psychology |
The Netherlands |
Radboud University Nijmegen |
Dorothee Chwilla |
Donders Institute for Brain, Cognition, and Behavior |
Germany |
University of Braunschweigh |
Holger Hopp |
English Linguistics |
The Netherlands |
Radboud University Nijmegen |
James McQueen |
Donders Institute for Brain, Cognition, and Behavior |
United Kingdom |
University of Edinburgh |
Antonella Sorace |
Developmental Psycholinguistics |
The Netherlands |
Radboud University Nijmegen |
Sharon Unsworth |
Modern Languages and Cultures, Centre for Language Studies |
Poland |
Jagiellonian University |
Zofia Wodniecka |
Psychology |
Asia |
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Country
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University
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Name
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Department Affiliation
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China |
Beijing Normal University |
Taomei Guo |
Psychology |
China |
University of Hong Kong |
Nirmala Rao |
Early Childhood Development, Education |
China |
Beijing Normal University |
Hua Shu |
Psychology |
China |
University of Hong Kong |
Brendan Weekes |
Communication Science and Education |
Project Consultants |
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Country
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University
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Name
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Department Affiliation
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Canada |
York University |
Ellen Bialystok |
Psychology |
United States |
UCLA |
Elizabeth Ligon Bjork |
Pyschology |
United States |
UCLA |
Robert Bjork |
Psychology |
United States |
University of Chicago |
Susan Goldin-Meadow |
Psychology; Human Development |
United States |
UCLA |
Kimberly Gomez |
Education |
United States |
Penn State |
P. Karen Murphy |
Education |
Mexico |
University of Sonora |
Rosa María Ortiz Ciscomani |
Linguistics |
Canada |
University of Toronto |
Naomi Nagy |
Linguistics |
United States |
University of Pittsburgh |
Charles Perfetti |
Psychology |
United States |
University of Wisconsin |
Joe Salmons |
German |
United States |
University of New Mexico |
Naomi Shin |
Linguistics and Spanish |
United States |
UC San Diego |
Paula Tallal |
Neuroscience |
Principles that play an important role in PIRE II
Variation
Within linguistics, there is research on language variation and change. Within cognition, there is research on how variation during early stages of acquisition may enhance basic learning mechanisms. In these two contexts, variation is understood to have different consequences. Language variation is shaped by the social context of language use and informs questions about which aspects of language structure are open to change and which are constrained. In the cognitive context, variation is understood to affect the ability of learners to generalize across input to enhance language development. In the context of L2 learning, these two senses of variation come together because language learners are exposed to a range of input that will vary depending on the circumstances of learning. |
Desirable Difficulties
Initial conditions of study that are more difficult, induce errors, and require greater elaborative processing may benefit learning in the long term. Research shows that testing is an important component of learning. Variation itself may introduce a “desirable difficulty” that initially complicates learning but that creates more enduring generalization. An obstacle to the translation of language science to learning environments is that much of the research on language addresses the earliest moments of processing that result incomprehension or plans for speech but fewer studies ask about the long-term consequences of these processes. Research on learning is extended over time and episodes, asking how information is encoded, maintained, and generalized. We bring these lines of research together by using methods for new language learning that will allow us to track both short-term and long-term outcomes. |
Implicit vs. explicit learning processes
There is a history of research on implicit vs. explicit language learning and the correlation between learning processes and the age and location of learners. We consider the role of these different methods and contexts and, in particular, consider how neuroscience may reveal the unique contributions of these processes. An exciting discovery is that the brain may outpace behavior in revealing the consequences of initial learning. By bringing neuroscience to learning contexts will we be able to assess the generality of that observation, and only by linking these methods to the timeframe required to assess the stability of new learning, will we be able to fully exploit the convergence across different methods. |
The consequences of bilingualism and L2 learning
Much of the excitement about research on bilingualism concerns the potential consequences of bilingualism for enhancing cognition and for tuning brain networks that underlie enhanced cognitive control. The joint activation of the bilingual’s two languages is hypothesized to induce competition. Regulation of competition may be critical to enable proficiency and to produce more general expertise. In what may be the most provocative data on this issue, a group of researchers has shown that lifelong bilingualism appears to protect aging bilinguals against the symptoms of dementia. While some are critical of these claims,there is now evidence on bilinguals of all ages and in different language environments, revealing consequences of bilingualism for behavior and for functional and structural changes in the brain. |
Research Themes
Language learning across the lifespan
Translational implications. By comparing language development in the context of variable input, and focusing on phonological, morphological, and syntactic development in both naturalistic and artificial language learning settings, the goal is to provide foundational data pertaining to the mechanisms involved in language acquisition. These insights not only inform basic science but may also provide a baseline against which language delays may be compared and may suggest more effective routes for pedagogy. |
Translational implications. Results will provide new data on the conditions that encourage or impede acquisition of language and literacy skills. If we identify conditions of learning that produce cognitive benefits to the learner, e.g., by sequencing immersion experiences, the research will suggest designs for immersion environments and information about the role of L1 maintenance in achieving L2 literacy. |
Translational implications. A potential impact of this work is that it may identify the source of benefits that may be advantageous in helping older adults maintain independent lifestyles. |
The role of instructional approaches for successful language learning
![]() The research. The studies under this theme will address the learning mechanisms that underlie the consequences of different instructional approaches for children and young adults learning a second language. Key questions will be: (1) What are the cognitive bases for optimizing instructional methods for children learning an L2 at school (through foreign language instruction or ESL classes), and how do child-specific, educational, and socio-contextual factors impact L2 learning? (2) To what extent are learning trajectories and factors that help or hinder L2 learning similar or different among classroom based and immersion-based environments? (3) How does L2 instruction impact L1 language and literacy development and L1maintenance? We will exploit the resources and expertise of foreign partners, domestic partners and consultants to establish a unique research network to study school-based L2 learning in different linguistic, educational, and socio-contextual settings. Translational Implications. By comparing learners who start language instruction at different ages, it will be possible to generate data on the effect of age on the development of language and literacy skills. The outcomes will also serve to refine theoretical models on implicit and explicit learning. Gaining insight into children’s and young adult’s L1 maintenance or loss and L2 development will inform L2 educational practices by providing research-based insights into the effects of second language instruction. These insights will also inform theoretical models on human learning and plasticity, and the dynamic interplay between developing L1 and L2 language systems. |
The Role of diverse social environments for language learning
Translational implications. A broader impact of this research is that it opens many opportunities for engaging underrepresented groups, whose central concerns often include literacy—especially in minority languages and dialects—language revitalization and maintenance, and increasing the awareness of and appreciation for linguistic diversity. Field-based experimental research enhances the possibility for immediate application of results in the places where the greatest needs exist. |