None listed
Conditions
Brief summary
There are many studies that have shown that mild electrical stimulation delivered to the surface of the brain can improve a range of thinking skills, including learning, memory, decision-making and mathematical ability. This brain stimulation technique is called transcranial direct current stimulation (tDCS). There has been a lot of excitement about tDCS and its ability to improve peoples thinking skills, particularly their learning ability, however these improvements have largely been shown only in 'experimental' settings where improvements are seen on computerised tests in a laboratory. It is unclear whether these effects will translate to more 'real world' learning situations. One of the most common examples of novel skill acquisition in adults is that of second language learning. Research has shown that second language learning in adults is facilitated by changes in brain activity in language related brain regions, i.e. Broca's (language production) and Wernicke's (language processing) areas. Previous research has shown that tDCS to such Wernicke’s area is able to induce faster and more accurate learning in an experimental language learning paradigm, where participants were required to learn the 'meaning' of psuedowords (i.e. /glump/). While these results are promising, it remains unclear as to whether they will translate in a meaningful way to 'real world' language learning. In addition, there has been very little research looking at the neurobiological correlates of tDCS enhanced learning in healthy populations and none in naturalistic learning. In light of the above, the aims of the proposed research project are to: a. investigate the capacity of tDCS to Wernicke's area to improve the outcomes from a naturalistic second language learning program in healthy adults. b. investigate the neurobiological correlates of tDCS induced second language learning.
Interventions
This is a randomised double blind between subjects design.
The aims of the research project are to:
a. investigate the capacity of anodal transcranial direct current stimulation (tDCS) to Wernicke's area to improve the outcomes from a naturalistic second language learning program in healthy adults.
b. investigate the neurobiological correlates of tDCS induced second language learning.
tDCS involves the application of a very gentle electrical current applied using two surface electrodes (anode
This is a randomised double blind between subjects design. The aims of the research project are to: a. investigate the capacity of anodal transcranial direct current stimulation (tDCS) to Wernicke's area to improve the outcomes from a naturalistic second language learning program in healthy adults. b. investigate the neurobiological correlates of tDCS induced second language learning. tDCS involves the application of a very gentle electrical current applied using two surface electrodes (anode and cathode) to the scalp. Direct current will be administered via a purpose built battery-driven Eldith DC-stimulator (NeuroConn GmbH, Germany). Twenty minutes (including one-minute fade in/out) of 1mA anodal tDCS will be delivered via two 5cm x 7cm (total surface of 35 cm2) conductive rubber electrodes. Adhesion of the electrodes to the scalp and conductivity of the current to the scalp will be ensured by applying 10-twenty conductive gel between the head and electrode surface in accordance with manufacturer’s instructions. Stimulation over Wernicke’s area will be achieved by placing the anodal electrode at Cp5 (according to the 10-20 system). The cathode electrode will be placed over the lateral aspect of the contralateral orbit. Commonly reported adverse effects of tDCS are largely limited to transient mild tingling, itching and redness at the stimulation site. Participants will be randomly allocated to receive either: i) three active tDCS sessions whilst learning a second language over a 1 week period ii) three sham tDCS whilst learning a second language over a 1 week period (n = 20 in each group). Language learning will be completed using the commercially available 'Elisabeth Smiths Learn Spanish Fast' language learning program. This is a 75-minute audio course that teaches 50 spanish words and expressions. The course is divided into three 25-minute sessions, tDCS will be provided in the manner stated above for the first 20 minutes of the each language learning sessions. Participants will be visually monitored by the researcher for signs of engagement whilst completing the language learning task.
Sponsors
A/ Prof Kate Hoy
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Educational / counselling / training
Masking
Blinded (masking used) (Subject, Caregiver, Outcomes Assessor)
Eligibility
Sex/Gender
All
Age
18 Years to 45 Years
Healthy volunteers
Yes
Inclusion criteria
Inclusion Criteria 1. Are voluntary and competent to consent, 2. Are right handed, 3. Are between the ages of 18 and 45 years, 4. Are native English speakers 5. Have no history of neurological illness, mental illness or traumatic brain injury.
Exclusion criteria
General Exclusion Criteria 1. Are pregnant or lactating, 2. Currently taking any psychoactive medications, 3. Have metal anywhere in the head, except the mouth. This includes metallic objects such as screws, plates and clips from surgical procedures. 4. Have engaged in any second language learning as an adult.
Outcome results
None listed