Previous research has mainly considered the impact of tone-language experience on ability to discriminate linguistic pitch, but proficient bilingual listening requires differential processing of sound variation in each language context. Here, we ask whether Mandarin-English bilinguals, for whom pitch indicates word distinctions in one language but not the other, can process pitch differently in a Mandarin context vs. an English context. Across three eye-tracked word-learning experiments, results indicated that tone-intonation bilinguals process tone in accordance with the language context. In Experiment 1, 51 Mandarin-English bilinguals and 26 English speakers without tone experience were taught Mandarin-compatible novel words with tones. Mandarin-English bilinguals out-performed English speakers, and, for bilinguals, overall accuracy was correlated with Mandarin dominance. Experiment 2 taught 24 Mandarin-English bilinguals and 25 English speakers novel words with Mandarin-like tones, but English-like phonemes and phonotactics. The Mandarin-dominance advantages observed in Experiment 1 disappeared when words were English-like. Experiment 3 contrasted Mandarin-like vs. English-like words in a within-subjects design, providing even stronger evidence that bilinguals can process tone language-specifically. Bilinguals (N = 58), regardless of language dominance, attended more to tone than English speakers without Mandarin experience (N = 28), but only when words were Mandarin-like-not when they were English-like. Mandarin-English bilinguals thus tailor tone processing to the within-word language context.

Whether timing affects contingency learning is currently poorly understood. Specifically, does temporal predictability aid the acquisition of contingencies? We asked participants in a music contingency learning task to respond to the target (the name of a note) while ignoring tones. To assess whether temporal predictability influences the acquisition of these contingencies, we manipulated the temporal context of tone presentation in two experiments. In Experiment 1, one group of participants listened to tones presented with a regular temporal interval (1000 ms between each trial), while the other group listened to tones presented in a random manner (random intervals selected between 600 and 1400 ms). In Experiment 2 we manipulated the temporal presentation of the tones within trials: one group listened to tones with a 300 ms fixed interval between the cue and the target, and the other group with an interval randomly selected between 0 and 600 ms. Although participants learned to associate pitch labels in both experiments this occurred independently of the timing manipulations. These results confirm prior evidence on contingency learning but do not show the effects of temporal predictability in this learning context.

Although infant speech perception in often studied in isolated modalities, infants' experience with speech is largely multimodal (i.e., speech sounds they hear are accompanied by articulating faces). Across two experiments, we tested infants' sensitivity to the relationship between the auditory and visual components of audiovisual speech in their native (English) and non-native (Spanish) language. In Experiment 1, infants' looking times were measured during a preferential looking task in which they saw two simultaneous visual speech streams articulating a story, one in English and the other in Spanish, while they heard either the English or the Spanish version of the story. In Experiment 2, looking times from another group of infants were measured as they watched single displays of congruent and incongruent combinations of English and Spanish audio and visual speech streams. Findings demonstrated an age-related increase in looking towards the native relative to non-native visual speech stream when accompanied by the corresponding (native) auditory speech. This increase in native language preference did not appear to be driven by a difference in preference for native vs. non-native audiovisual congruence as we observed no difference in looking times at the audiovisual streams in Experiment 2.

Objective

Structural and task-based functional studies associate emotion reading with frontotemporal brain networks, though it remains unclear whether functional connectivity (FC) alone predicts emotion reading ability. The predominantly frontotemporal salience and semantic appraisal (SAN) networks are selectively impacted in neurodegenerative disease syndromes like behavioral-variant frontotemporal dementia (bvFTD) and semantic-variant primary progressive aphasia (svPPA). Accurate emotion identification diminishes in some of these patients, but studies investigating the source of this symptom in patients have predominantly examined structural rather than functional brain changes. Thus, we investigated the impact of altered connectivity on their emotion reading.

Methods

One-hundred-eighty-five participants (26 bvFTD, 21 svPPA, 24 non-fluent variant PPA, 24 progressive supranuclear palsy, 49 Alzheimer's disease, 41 neurologically healthy older controls) underwent task-free fMRI, and completed the Emotion Evaluation subtest of The Awareness of Social Inference Test (TASIT-EET), watching videos and selecting labels for actors' emotions.

Results

As expected, patients averaged significantly worse on emotion reading, but with wide inter-individual variability. Across all groups, lower mean FC in the SAN, but not other ICNs, predicted worse TASIT-EET performance. Node-pair analysis revealed that emotion identification was predicted by FC between 1) right anterior temporal lobe (RaTL) and right anterior orbitofrontal (OFC), 2) RaTL and right posterior OFC, and 3) left basolateral amygdala and left posterior OFC.

Conclusion

Emotion reading test performance predicts FC in specific SAN regions mediating socioemotional semantics, personalized evaluations, and salience-driven attention, highlighting the value of emotion testing in clinical and research settings to index neural circuit dysfunction in patients with neurodegeneration and other neurologic disorders.