Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Department of Language Science and Technology | en_US |
| dc.contributor.advisor | Wang, William (LST) | en_US |
| dc.creator | Liu, Zhuoya | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/14382 | - |
| dc.language | English | en_US |
| dc.publisher | Hong Kong Polytechnic University | en_US |
| dc.rights | All rights reserved | en_US |
| dc.title | How does the cerebellum contribute to language learning? A linguistic extension of the internal model | en_US |
| dcterms.abstract | The cerebellum, traditionally associated with motor functions, has been increasingly recognised for its role in cognitive processes, such as language learning. The internal model of the cognitive control hypothesis suggests that the cerebellum may contribute to cognitive processing via reinforcement-based and error-based processes, which involve comparing the prediction of outcomes with sensory inputs to generate signals that guide automatic learning. | en_US |
| dcterms.abstract | To explore how the cerebellum contributes to language learning through the framework of the internal model, we examined cerebellar patterns in conjunction with the cerebrum and investigated the effects of individual differences. Specifically, three aspects were examined: (A) The cerebro-subcortical-cerebellar network; (B) Automatic processing versus controlled processing, which investigated the associativity and grammaticality; and (C) Correct- versus error-related processing, which addressed the execution and updating of the internal model. These examinations sought to identify the specific mechanisms underlying artificial language learning. | en_US |
| dcterms.abstract | Thirty-eight young Cantonese-speaking participants were recruited for an artificial language learning experiment, which included longitudinal behavioural and fMRI sessions. The fMRI sessions involved an associative judgment task, in which participants judged the associativity between artificial words and their Chinese meanings, and a grammar judgment task, in which participants judged the grammaticality of artificial sentences. | en_US |
| dcterms.abstract | Our findings suggest that the cerebellum contributes to associative learning and grammar learning in cooperation with the cerebral and subcortical regions, although with functional heterogeneity. No universal mechanism fully explains its role or interactions with the cerebrum, and these patterns are significantly shaped by cognitive and language individual differences, which supports the idea that the cerebellar circuit has multiple computational functions. Therefore, we propose that although the internal model is a domain-general hypothesis, investigating cerebellar function within specific mechanisms will clarify its computational diversity. A common principle may only be evident through an abstract description of neuronal network population dynamics. | en_US |
| dcterms.extent | xvii, 196 pages : color illustrations | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2026 | en_US |
| dcterms.educationalLevel | Ph.D. | en_US |
| dcterms.educationalLevel | All Doctorate | en_US |
| dcterms.accessRights | open access | en_US |
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