Implicit learning of artificial grammatical structures after inferior frontal cortex lesions


Autoři: Tatiana Jarret aff001;  Anika Stockert aff003;  Sonja A. Kotz aff004;  Barbara Tillmann aff001
Působiště autorů: CNRS, UMR5292, INSERM, U1028, Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, Lyon, France aff001;  University Lyon 1, Villeurbanne, France aff002;  Language and Aphasia Laboratory, Department of Neurology, University of Leipzig, Leipzig, Germany aff003;  Dept. of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany aff004;  Faculty of Psychology and Neuroscience, Dept. of Neuropsychology, Maastricht University, Maastricht, The Netherlands aff005;  Faculty of Psychology and Neuroscience, Dept. of Psychopharmacology, Maastricht University, Maastricht, The Netherlands aff006
Vyšlo v časopise: PLoS ONE 14(9)
Kategorie: Research Article
doi: https://doi.org/10.1371/journal.pone.0222385

Souhrn

Objective

Previous research associated the left inferior frontal cortex with implicit structure learning. The present study tested patients with lesions encompassing the left inferior frontal gyrus (LIFG; including Brodmann areas 44 and 45) to further investigate this cognitive function, notably by using non-verbal material, implicit investigation methods, and by enhancing potential remaining function via dynamic attending. Patients and healthy matched controls were exposed to an artificial pitch grammar in an implicit learning paradigm to circumvent the potential influence of impaired language processing.

Methods

Patients and healthy controls listened to pitch sequences generated within a finite-state grammar (exposure phase) and then performed a categorization task on new pitch sequences (test phase). Participants were not informed about the underlying grammar in either the exposure phase or the test phase. Furthermore, the pitch structures were presented in a highly regular temporal context as the beneficial impact of temporal regularity (e.g. meter) in learning and perception has been previously reported. Based on the Dynamic Attending Theory (DAT), we hypothesized that a temporally regular context helps developing temporal expectations that, in turn, facilitate event perception, and thus benefit artificial grammar learning.

Results

Electroencephalography results suggest preserved artificial grammar learning of pitch structures in patients and healthy controls. For both groups, analyses of event-related potentials revealed a larger early negativity (100–200 msec post-stimulus onset) in response to ungrammatical than grammatical pitch sequence events.

Conclusions

These findings suggest that (i) the LIFG does not play an exclusive role in the implicit learning of artificial pitch grammars, and (ii) the use of non-verbal material and an implicit task reveals cognitive capacities that remain intact despite lesions to the LIFG. These results provide grounds for training and rehabilitation, that is, learning of non-verbal grammars that may impact the relearning of verbal grammars.

Klíčová slova:

Social sciences – Linguistics – Grammar – Syntax – Language acquisition – Biology and life sciences – Neuroscience – Cognitive science – Cognitive psychology – Learning – Language – Cognitive neuroscience – Learning and memory – Brain mapping – Neuroimaging – Psychology – Physiology – Electrophysiology – Neurophysiology – Medicine and health sciences – Diagnostic medicine – Signs and symptoms – Lesions – Pathology and laboratory medicine – Clinical medicine – Clinical neurophysiology – Neurology – Cognitive neurology – Cognitive impairment – Research and analysis methods – Bioassays and physiological analysis – Electrophysiological techniques – Brain electrophysiology – Electroencephalography – Imaging techniques


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