The Effects of Working Memory Capacity in Metaphor and Metonymy Comprehension in Mandarin-English Bilinguals' Minds: An fMRI Study

Brain Sci. 2022 May 11;12(5):633. doi: 10.3390/brainsci12050633.

Abstract

This study investigated the role of working memory capacity (WMC) in metaphoric and metonymic processing in Mandarin-English bilinguals' minds. It also explored the neural correlations between metaphor and metonymy computations. We adopted an event-related functional magnetic resonance imaging (fMRI) design, which consisted of 21 English dialogic sets of stimuli and 5 conditions: systematic literal, circumstantial literal, metaphor, systematic metonymy, and circumstantial metonymy, all contextualized in daily conversations. Similar fronto-temporal networks were found for the figurative language processing patterns: the superior temporal gyrus (STG) for metaphorical comprehension, and the inferior parietal junction (IPJ) for metonymic processing. Consistent brain regions have been identified in previous studies in the homologue right hemisphere of better WMC bilinguals. The degree to which bilateral strategies that bilinguals with better WMC or larger vocabulary size resort to is differently modulated by subtypes of metonymies. In particular, when processing circumstantial metonymy, the cuneus (where putamen is contained) is activated as higher-span bilinguals filter out irrelevant information, resorting to inhibitory control use. Cingulate gyrus activation has also been revealed in better WMC bilinguals, reflecting their mental flexibility to adopt the subjective perspective of critical figurative items with self-control. It is hoped that this research provides a better understanding of Mandarin-English bilinguals' English metaphoric and metonymic processing in Taiwan.

Keywords: functional magnetic resonance imaging (fMRI); metaphor; metonymy; vocabulary; working memory.

Grants and funding

This research received funding from Fan-Pei Gloria Yang’s grants supported by Ministry of Science and Technology (Grant No. 107-2410-H-007-050) and Ministry of Education (Grant No. 108J0054RT).