DS0804 -

A motor tool for language learning – MotorLanguageLearning

A motor tool for language learning

The common belief of a rigid brain structure in adult life had to be reconsidered during the last decade. Research has established that brain structures active during training expand while learning and return to baseline afterwards. The transient structural increase is thought to reflect “work in progress” within areas involved in learning. My main hypothesis is that other functions, as long as relying on the activity of the same brain territories, can take advantage of this “work in progress”.

Benefits of plasticity induced by tool-use over sensorimotor circuits for linguistic abilities

In this project, I intend to timely exploit the plasticity induced by sensorimotor learning over the network shared with linguistic functions in order to trigger subsequent benefits for language learning.<br />Objective 1: To determine the temporal dynamic of functional and structural plasticity induced by tool-use training, within identified sensorimotor areas. The main objective is to validate the appropriate sensorimotor training, by collecting evidence of the anatomical overlap between tool-use and language processing. We will determine the temporal dynamics of brain plasticity induced by learning to use a tool, within brain regions known to be also involved in linguistic tasks (motor cortex, ventral premotor cortex, inferior parietal lobule and basal ganglia). Furthermore, we will ascertain the co-localization of linguistic processes in the network invested by plasticity.<br />Objective 2: To identify the most effective timing to implement language learning along the temporal dynamic of plasticity induced by sensorimotor training with a tool. Main objectives are to demonstrate behavioural benefits for language induced by sensorimotor training and to determine the most effective time-coupling of motor and linguistic learning along the dynamic of plasticity revealed by Objective 1.<br />Objective 3: To systematically link local plastic changes induced by sensorimotor training with a tool to benefits in specific linguistic processes. Main objective is to systematically link behavioural benefits in linguistic processes and lan-guage learning observed in Objective 2 to the dynamic of plastic changes induced by sensorimo-tor training observed in Objective 1.

From a methodological point of view, in the funded project we complement the assessment of behavioural learning and functional plasticity, with regular assessment of structural changes of the brain during learning. Behaviourally, participants learn a new motor skill during an extensive period (5 weeks). At several time-points regularly along the training, we acquire, for each participant, structural and functional brain images in MRI. The aim of such a dense longitudinal neuroimaging assessment is to monitor structural changes in the brain, triggered by sensorimotor training in order to timely exploit them for improving a subsequent language learning. In a further stage, we aim to employ tDCS in order to modulate the temporal dynamic of brain plasticity induced by sensorimotor training, so to mechanistically demonstrate the causal role of brain structural changes for improvements in language learning.

Basal Ganglia are involved both in tool-use action planning and in understanding syntactically complex sentences. Activations induced by tool-use and syntactic comprehension are individually correlated. This suggests that Basal Ganglia is the site of a supramodal syntactic function which manage sequences of elements regardless of the fact they are linguistic or motor elements.

A short training with a tool induces benefits in a task requiring to understand syntactically complex sentence. This amelioration cannot be explained by a general amelioration of executive functions.

This project pursues the validation of an innovative strategy to boost language learning, based on the potential benefits derived from a particular type of sensorimotor training with a tool. The results will shed light on fundamental mechanisms of neuroplasticity, the ability of the brain to change in response to environmental demands, such as the ones occurring during learning. We aim to produce significant advances in understanding the potential for transfer effects in learning during the dynamic phase of brain plasticity. I will directly test the hypothesis that brain changes induced by tool-use learning affect cognitive functions relying on the same brain territories. On the one side, this is a challenge since we propose to test a mechanistic hypothesis concerning transfer effects of brain plasticity across domains. However, the project has a high-gain potential: the results of this project have important consequences and applications for learning during the entire life-span. The innovation proposed by my research program has the potential to improve language learning in neurologically healthy adults, that given the migration rate of modern times (Castles & Miller 2003), the more and more often face the obstacle of new languages. Similarly, our results can sustain school-aged children presenting linguistic difficulties (estimated at 4% to 6% of the population), with a potential impact on their scholastic achievements. In case of brain damage, the motor support to linguistic processes can contribute to the rehabilitation of linguistic functions in patients with a relatively preserved motor system. As last but not negligible consequence, the theoretical implications of this project extend beyond the motor-language coupling and can set a novel “Embodied Learning” paradigm for other similar cases of transfer effects in learning, such as from sensorimotor to numerical processing for instance.

Wenger E, Brozzoli C, Linderberger U, Lovden M. Expansion and Renormalization of Human Brain Structure During Skill Acquisition. Trends in Cognitive Science, 2017

Brozzoli, C., Roy, A.C., Lidborg, L.H., & Lövdén, M. (2019). Language as a tool: Motor proficiency using a tool predicts individual linguistic abilities. Frontiers in Psychology, 10, 1639.

The extreme mobility of our times (Castles & Miller 2003) brings entire sections of society to face the need of learning new languages (Azzolini et al. 2012). In adult age especially, this can become an obstacle toward integration and employment (SEB 2012; Rindermann & Thompson 2014) with major societal costs. This project pursues the validation of an innovative strategy to boost language learning, based on the benefits derived from sensorimotor training.
The common belief of a rigid brain structure in adulthood had to be reconsidered during the last decade. After training, local increase in cerebral cortex volume and thickness, the part of the brain containing neuronal cells and synapses, has been documented. Neuroimaging studies have established that brain structures active during training expand while learning and return to baseline afterwards. This transient structural increase is thought to reflect “work in progress” within areas involved in learning, meant to integrate new skills in existing neural circuitries, via strengthening and/or selecting local neuronal connections. My main hypothesis is that other functions, as long as they rely on the activity of the same brain territories, can take advantage of this “work in progress”. To use an allegory, imagine the restauration of a building (brain area). It can start after the request of improvements from some of the residents (trained function) and then become the occasion for other tenants (other functions) to see realized also their own wish for improvements. In the end everybody will benefit from the restauration, provided that they all live in the same building and everybody has posed their requests during the “work in progress”. Out of the allegory, living in the same building means neural overlap of functions in the brain.
The case of motor and linguistic systems represents, from this perspective, a unique opportunity. State-of-the-art research 1) proved the existence, and described the temporal evolution, of brain plastic changes during sensorimotor learning, and 2) documented neural overlap and functional interactions of motor and linguistic systems. This posits solid bases for a crucial step forward, gravid of important consequences and applications. This project aims to take this step forward by directly testing the innovative hypothesis that brain changes triggered by motor learning induce benefits for linguistic functions relying on the same brain territories. Important consequences and applications descend from the relevance that plasticity has for learning during the entire life-span.

Project coordination

Claudio Brozzoli (IMPACT Centre de Recherche en Neuroscience de Lyon - Unité Inserm 1028)

The author of this summary is the project coordinator, who is responsible for the content of this summary. The ANR declines any responsibility as for its contents.

Partner

Inserm U1028 IMPACT IMPACT Centre de Recherche en Neuroscience de Lyon - Unité Inserm 1028

Help of the ANR 351,600 euros
Beginning and duration of the scientific project: January 2017 - 48 Months

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