Antoni Rodriguez-Fornells
Research Project
Language information-seeking in infants: behavioral and neural evidence
Project Abstract
Previous studies have provided evidence on the potential link between intrinsic motivation and dopaminergic reward mechanisms involved in the effortful process of language acquisition. These mechanisms may play a crucial role in enhancing the creation of long-term memory traces, facilitating the encoding and subsequent retrieval of newly acquired lexical knowledge.
The main aim of this project is to provide, for the first time, both behavioral and neural evidence on the significant role of reward-related mechanisms in sustaining the inherent drive observed in infants during language acquisition. Infants are active and curious learners, acting as little scientists who selectively explore, sample information, and enjoy the process. These observations underscore the intrinsic rewarding component of language learning and the vital interaction between emotional-motivational systems and language learning mechanisms at the early stages of language acquisition. The goal of the present project is to provide new evidence in infants regarding the important role of intrinsic motivation (reward processing) and self-monitoring during the early stages of language acquisition.
Information seeking (IS) and self-regulated language learning
Naturalistic language learning involves constantly sampling and exploring new information, selecting relevant pieces for learning. Due to the lack of external tutoring or clear feedback, infants might rely on an internal self-monitoring system (as part of metacognitive processes) to continuously evaluate their learning progress (i.e., assessing the success of new learning).
Our previous research on language learning in adults demonstrated the existence of an internal evaluative system (self-monitoring) that triggers “intrinsic rewarding dopaminergic mechanisms” when participants correctly discover the meaning of new words without external performance feedback (Ripolles et al., 2014, 2017). We propose that this internal rewarding mechanism boosts the hedonic value of acquired knowledge (learning new words and their meanings), enhancing the likelihood of storing this information in long-term memory through the reward-hippocampal motivation learning circuit. It also reinforces information-seeking activities that support long-term goal-directed interests and activities. These findings align with the observed effects in midbrain dopaminergic neurons when relevant information is obtained (information prediction error, Bromberg-Martin & Hikosaka, 2009), the engagement of dopaminergic reward networks during information seeking and curiosity states (Gruber et al., 2014), and the notion that learning is associated with intrinsic rewarding experiences in humans (Gottlieb et al., 2013). This hypothesis has been successfully simulated in artificial agents that implement an intrinsic reward bonus, enhancing standard reinforcement learning models and allowing the agent to generate its own intrinsic reward, thereby sustaining new exploratory activities (Barto, 2013).
Importantly, this proposed mechanism is highly relevant for understanding self-regulated learning in educational research. This framework posits that humans learn more effectively when they can regulate their own learning experiences (Boekaerts, 1997; Zimmerman & Schunk, 1989). This idea is supported by the importance of viewing children as active and responsible learners who construct their own learning experiences (as proposed by Montessori, 1948; Vygotsky, 1962; Piaget, 1954). A crucial component of self-regulated learning is the emphasis on metacognition, which involves monitoring and controlling behavior (Efklides, 2011). In the context of continuous adult lifelong learning (e.g., online learning), the ability to monitor one’s own learning experiences is becoming an essential skill.
Aims of the current project
We have formulated two initial aims and will develop new experimental designs to address these complex issues in infants and early language learners. In our proposed paradigms, we will utilize advanced behavioral and neuroimaging techniques, particularly behavioral measures (looking time, pupillometry, eye-tracking) and non-invasive electroencephalography (event-related and time-frequency decomposition techniques).
The first aim will evaluate the extent to which infants at 24 months (a crucial milestone in vocabulary development) show a preference for exploring potential sources of word-learning information. We will design a new exploration/exploitation paradigm to observe initial evidence supporting the idea that infants can explore new language-related information at this age, even when it involves a cost.
The second aim will focus on the development of self-monitoring skills and their relevance in navigating and selecting the correct learning experiences (information sampling) in infant language acquisition. It is well known that infants often learn new language-related information without explicit feedback to help discern its correctness. In such cases, the existence of self-monitoring skills is essential for improving self-regulated learning. These skills will enable infants to explore information from reliable sources and invest their efforts in positive learning experiences effectively.
Biography
I obtained my PhD from the University of Barcelona (UB) in 1996. Following this, I worked as a post-doctoral researcher at the University of Magdeburg in Germany from 1999 to 2002, focusing on cognitive control (error monitoring) and bilingualism. In 2002, I was awarded a “Ramón y Cajal” research position, and later joined ICREA as a Research Professor. Since then, I have established an interdisciplinary research group, the Cognition and Brain Plasticity Unit (CBPU), at ICREA-IDIBELL-UB. Our unit is dedicated to studying learning mechanisms and brain plasticity effects in both healthy individuals and brain-damaged patients. Located at the Hospital of Bellvitge – IDIBELL biomedical institute, our group emphasizes translational research. Our work is inherently interdisciplinary, integrating expertise in brain plasticity, brain development, and learning and motivation mechanisms. Most recently, I was a visiting researcher at Columbia University from 2018 to 2019 (research period focused on the neural basis of curiosity and information seeking).
During the last two decades, My core recent interests have been on the cognitive neuroscience of language learning and cognitive control. I have tried to combine the use of different neuroimaging techniques (electrophysiological – magnetic resonance imaging), crucial to better understand the neural basis of human cognitive functions. Recently, my research has been focused on the investigation of the neural mechanisms involved when infants, adults and people with aphasia learn a new language (an specially its interface with cognitive control functions and the reward-motivational systems). Several research lines in our lab are currently devoted to understanding the intrinsic motivational drive shown in infants and adults for learning new languages (as well as its curiosity and information seeking strategies). Finally, we have focused on the possible neurorehabilitation effects of learning specific skills (music training), developing a new enriched music supported therapy program for motor rehabilitation in chronic stroke patients.
