Analysis of Cognitive Load for Language Processing Based on Brain Activities

摘要

The present study attempted to investigate the role of memory or cognitive load in language processing using an EEC Twelve healthy right-handed male adults were asked to read a story twice and their brain activities were recorded using an EEG: (ⅰ) focusing on meaning of the content only (M) and (ⅱ) focusing on both meaning and form or grammar (M+F). The results demonstrated significant differences in upper alpha and upper beta bands according to reading instructions, which indicates different degrees of cognitive load. The findings make a significant contribution to language acquisition in that they offer valuable information regarding memory and cognitive load in language processing. Thus, they help language researchers and educators in the field of second language acquisition (SLA) develop more effective ways of instructional design and in turn lead their students to better learning outcomes.