刊讯｜SSCI 期刊《双语：语言与认知》2022年第1期

Bilingualism: Language and Cognition

Volume 25, Issue 1, January 2022

Bilingualism: Language and Cognition（SSCI一区，2021 IF：4.763）2022年第1期共发文15篇，其中综述性论文3篇，研究性论文10篇。研究性论文涉及双语研究、儿童词汇学习、语言多样性对儿童的影响、语言转码促进网络语言传播、二语口语和书面语比较、法英双语后期的单词情态等方面。

往期推荐：

刊讯｜SSCI 期刊《双语：语言与认知》2021年第5期

目录

Review Article

■ Language history on fast forward: Innovations in heritage languages and diachronic change， by Tanja Kupisch, Maria Polinsky

■ Executive control in bilingual aphasia: a systematic review, by Saskia Mooijman, Rob Schoonen, Ardi Roelofs, Marina B. Ruiter

■ A review of questionnaires quantifying bilingual experience in children: Do they document the same constructs? by Draško Kašćelan, Philippe Prévost, Ludovica Serratrice, Laurie Tuller, Sharon Unsworth, Cécile De Cat

Research Article

■ How (not) to cross a boundary: Crosslinguistic influence in simultaneous bilingual children's event construal, by Helen Engemann

■ Effects of language mixing on bilingual children's word learning, by Krista Byers-Heinlein, Amel Jardak, Eva Fourakis, Casey Lew-Williams

■ Minds in action: Evidence that linguistic diversity helps children build a theory of mind, by Vanessa Díaz

■ Expecting the unexpected: Code-switching as a facilitatory cue in online sentence processing, by Aleksandra Tomić, Jorge R. Valdés Kroff

■ Comparing the cognate effect in spoken and written second language word production, by Merel Muylle, Eva Van Assche, Robert J. Hartsuiker

■ Orthography affects L1 and L2 speech perception but not production in early bilinguals, by Antje Stoehr, Clara D. Martin

■ L2 word recognition in French–English late bilinguals: Does modality matter? by Camille Cornut, Gwendoline Mahé, Séverine Casalis

■Neurophysiology of non-native sound discrimination: Evidence from German vowels and consonants in successive French–German bilinguals using an MMN oddball paradigm,  by Jane Wottawa, Martine Adda-Decker, Frédéric Isel

■ Information encoding and transmission profiles of first-language (L1) and second-language (L2) speech, by Ann R. Bradlow

■ The use of a second language enhances the neural efficiency of inhibitory control: An ERP study, by Patrycja Kałamała, Jonas Walther, Haoyun Zhang, Michele Diaz, Magdalena Senderecka, Zofia Wodniecka

Corrigendum

■ Bilingual writing coactivation: Lexical and sublexical processing in a word dictation task – Corrigendum, by Antonio Iniesta, Daniela Paolieri, Francisca Serrano, M. Teresa Bajo

■ A path to the bilingual advantage: Pairwise matching of individuals– CORRIGENDUM, by Sophia Czapka, Christiane Wotschack, Annegret Klassert, Julia Festman

摘要

Language history on fast forward: Innovations in heritage languages and diachronic change

Tanja Kupisch, Sprachwissenschaft, University of Konstanz, Germany/UiT The Arctic University of Norway

Maria Polinsky, University of Maryland, College Park, USA

Abstract There has been a substantial amount of research on heritage language acquisition and diachronic change. Although recent work has increasingly pointed to parallels between those two areas, it remains unclear how systematic these are. In this paper, we provide a bird's eye view, illustrating how patterns of diachronic change are mirrored in heritage language grammars. In doing so, we focus on one of the best-described grammaticalization processes – namely, the formation of articles from demonstratives and numerals, reviewing studies on heritage varieties which mirror those processes. Based on this review, we make two main points: that change in heritage language can be predicted based on established diachronic scenarios, and that heritage languages often amplify incipient changes in the baseline. After discussing a number of attested changes in a bilingual context, we identify directions for future research in the domain of determiners in heritage languages.

Key words diachronic change, accelerated change, heritage languages, determiners, (de-)grammaticalization

Executive control in bilingual aphasia: a systematic review

Saskia Mooijman, Centre for Language Studies, Radboud University, Nijmegen, the Netherlands

Rob Schoonen, Centre for Language Studies, Radboud University, Nijmegen, the Netherlands

Ardi Roelofs, Donders Centre for Cognition, Radboud University, Nijmegen, the Netherlands

Marina B. Ruiter, Centre for Language Studies, Radboud University, Nijmegen, the Netherlands

Abstract Much research has been dedicated to the effects of bilingualism on executive control (EC). For bilinguals with APHASIA, the interplay with EC is complex. In this systematic review, we synthesize research on this topic and provide an overview of the current state of the field. First, we examine the evidence for EC deficits in bilingual persons with aphasia (bPWA). We then discuss the domain generality of bilingual language control impairments. Finally, we evaluate the bilingual advantage hypothesis in bPWA. We conclude that (1) EC impairments in bPWA are frequently observed, (2) experimental results on the relationship between linguistic and domain-general control are mixed, (3) bPWA with language control problems in everyday communication have domain-general EC problems, and (4) there are indications for EC advantages in bPWA. We end with directions for experimental work that could provide better insight into the intricate relationship between EC and bilingual aphasia.

Key words bilingualism, aphasia, executive control, bilingual advantage, systematic review

A review of questionnaires quantifying bilingual experience in children: Do they document the same constructs?

Draško Kašćelan, University of Leeds, Leeds, United Kingdom

Philippe Prévost, Université de Tours, Tours, France

Ludovica Serratrice, University of Reading, Reading, United Kingdom; UiT The Arctic University of Norway, Norway

Laurie Tuller,Université de Tours, Tours, France

Sharon Unsworth, Radboud University, Nijmegen, Netherlands

Cécile De Cat, University of Leeds, Leeds, United Kingdom; UiT The Arctic University of Norway, Norway

Abstract Questionnaires documenting children's bilingual experience have been used frequently in research on language and cognitive development. However, there has been little investigation of the comparability between these tools. In this review, we (i) provide a list of available questionnaires used to quantify bilingual experience in children; (ii) identify the components of bilingual experience documented across questionnaires; and (iii) discuss the comparability of the measures used to operationalise these components. In doing so, we review 48 questionnaires and identify 32 overarching constructs, manifested as 194 components, and we calculate the frequency with which they are documented. Finally, by focusing on a subset of overarching constructs (language exposure and use, activities, and current language skills), we observe high variability in how they are operationalised across tools. These findings highlight the need for greater transparency in how we document bilingualism and for more comparable measures.

Key wordsbilingualism, questionnaires, language exposure and use, language skills, activities

How (not) to cross a boundary: Crosslinguistic influence in simultaneous bilingual children's event construal

Helen Engemann, University of Mannheim, Mannheim, Germany

Abstract Simultaneous bilingual children sometimes display crosslinguistic influence (CLI), widely attested in the domain of morphosyntax. It remains less clear whether CLI affects bilinguals’ event construal, what motivates its occurrence and directionality, and how developmentally persistent it is. The present study tested predictions generated by the structural overlap hypothesis and the co-activation account in the motion event domain. 96 English–French bilingual children of two age groups and 96 age-matched monolingual English and French controls were asked to describe animated videos displaying voluntary motion events. Semantic encoding in main verbs showed bidirectional CLI. Unidirectional CLI affected French path encoding in the verbal periphery and was predicted by the presence of boundary-crossing, despite the absence of structural overlap. Furthermore, CLI increased developmentally in the French data. It is argued that these findings reflect highly dynamic co-activation patterns sensitive to the requirements of the task and to language-specific challenges in the online production process.

Key words bilingual first language acquisition, crosslinguistic influence, motion events, co-activation, bilingual speech production processes

Effects of language mixing on bilingual children's word learning

Krista Byers-Heinlein, Concordia University, Department of Psychology, Montreal, Canada

Amel Jardak, Concordia University, Department of Psychology, Montreal, Canada

Eva Fourakis, Princeton University, Department of Psychology, Princeton, USA

Casey Lew-Williams, Princeton University, Department of Psychology, Princeton, USA

Abstract Language mixing is common in bilingual children's learning environments. Here, we investigated effects of language mixing on children's learning of new words. We tested two groups of 3-year-old bilinguals: French–English (Experiment 1) and Spanish–English (Experiment 2). Children were taught two novel words, one in single-language sentences (“Look! Do you see the dog on the teelo?”) and one in mixed-language sentences with a mid-sentence language switch (“Look! Do you see the chien/perro on the walem?”). During the learning phase, children correctly identified novel targets when hearing both single-language and mixed-language sentences. However, at test, French–English bilinguals did not successfully recognize the word encountered in mixed-language sentences. Spanish–English bilinguals failed to recognize either word, which underscores the importance of examining multiple bilingual populations. This research suggests that language mixing may sometimes hinder children's encoding of novel words that occur downstream, but leaves open several possible underlying mechanisms.

Key words word learning, bilingualism, children, language mixing, code switching

Minds in action: Evidence that linguistic diversity helps children build a theory of mind

Vanessa Díaz, Virginia Polytechnic Institute and State University, Blacksburg, United States

Abstract Reports suggest that the development of a child's understanding of the mind (ToM) is enhanced in bilingual children. This is usually ascribed to different features of executive functioning (EF), though there is not a lot of empirical support for that position. Instead, published studies suggest an association between linguistic processes such as sociolinguistic sensitivity, metalinguistic awareness, language proficiency, and bilinguals’ ToM development. Coupled with evidence that bilinguals rely more on person-intention cues and show enhanced abilities to repair breakdowns in communication compared to monolinguals, this paper presents the argument that navigating sociolinguistic environments with agents differing in linguistic knowledge helps bilingual children develop an enhanced ToM. Additionally, this review includes relevant literature on deaf children and cultural variations and ToM, which are indicative of other situations in which contextual variants, especially those that are linguistically mediated, have an impact on the development of ToM that is independent of EF.

Key words bilingualism, theory of mind, false-belief reasoning, sociolinguistic sensitivity, executive functioning

Expecting the unexpected: Code-switching as a facilitatory cue in online sentence processing

Aleksandra Tomić, Department of Linguistics, University of Florida, Gainesville, FL, USA; Department of Language and Culture, UiT The Arctic University of Norway, Gainesville, FL, USA; Department of Spanish and Portuguese Studies, University of Florida, Gainesville, FL, USA

Jorge R. Valdés Kroff, Department of Linguistics, University of Florida, Gainesville, FL, USA; Department of Spanish and Portuguese Studies, University of Florida, Gainesville, FL, USA

Abstract Despite its prominent use among bilinguals, psycholinguistic studies reported code-switch processing costs (e.g., Meuter & Allport, 1999). This paradox may partly be due to the focus on the code-switch itself instead of its potential subsequent benefits. Motivated by corpus studies on CS patterns and sociopragmatic functions of CS, we asked whether bilinguals use code-switches as a cue to the lexical characteristics of upcoming speech. We report a visual world study testing whether code-switching facilitates the anticipation of lower-frequency words. Results confirm that US Spanish–English bilinguals (n = 30) use minority (Spanish) to majority (English) language code-switches in real-time language processing as a cue that a less frequent word would ensue, as indexed by increased looks at images representing lower- vs. higher-frequency words in the code-switched condition, prior to the target word onset. These results highlight the need to further integrate sociolinguistic and corpus observations into the experimental study of code-switching.

Key words code-switching, sentence processing, prediction, word frequency, visual world paradigm

Comparing the cognate effect in spoken and written second language word production

Merel Muylle, Department of Experimental Psychology, Ghent University, Ghent, Belgium

Eva Van Assche, Thomas More University of Applied Sciences, Antwerp, Belgium

Robert J. Hartsuiker, Department of Experimental Psychology, Ghent University, Ghent, Belgium

Abstract Cognates – words that share form and meaning between languages – are processed faster than control words. However, is this facilitation effect merely lexical in nature or does it cascade to phonological/orthographic (i.e., sub-lexical) processes? This study compared cognate effects in spoken and typewritten production, which share lexical, but not sub-lexical processes. Dutch–English bilinguals produced English names for pictures representing Dutch–English cognates and control words in either the spoken or typewritten modality. Onset latencies were shorter and accuracy was higher for cognates vs. control words and this effect was similar in both modalities. Compared to controls, total latencies in the written modality were similar for cognates with much cross-linguistic overlap, but longer for ones with less overlap. Additionally, error analysis showed that cognates were more affected by L1 interference than controls. These results suggest two different cognate effects: one at the lexical and one at the sub-lexical level.

Key words bilingualism, word production, cognate effect, writing

Orthography affects L1 and L2 speech perception but not production in early bilinguals

Antje Stoehr, Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain

Clara D. Martin, Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain; Ikerbasque, Basque Foundation for Science, Bilbao, Spain.

Abstract Orthography plays a crucial role in L2 learning, which generally relies on both oral and written input. We examine whether incongruencies between L1 and L2 grapheme-phoneme correspondences influence bilingual speech perception and production, even when both languages have been acquired in early childhood before reading acquisition. Spanish–Basque and Basque–Spanish early bilinguals performed an auditory lexical decision task including Basque pseudowords created by replacing Basque /s̻/ with Spanish /θ/. These distinct phonemes take the same orthographic form, <z>. Participants also completed reading-aloud tasks in Basque and Spanish to test whether speech sounds with the same orthographic form were produced similarly in the two languages. Results for both groups showed orthography had strong effects on speech perception but no effects on speech production. Taken together, these findings suggest that orthography plays a crucial role in the speech system of early bilinguals but does not automatically lead to non-native production.

Key words orthographically-guided misperception, orthographically-guided mispronunciation, incongruent grapheme-to-phoneme correspondences, early bilinguals, Basque–Spanish bilinguals, auditory lexical decision task

L2 word recognition in French–English late bilinguals: Does modality matter?

Camille Cornut, Univ. Lille, CNRS, UMR 9193 – SCALab – Sciences Cognitives et Sciences Affectives, F-59000Lille, France

Gwendoline Mahé, Univ. Lille, CNRS, UMR 9193 – SCALab – Sciences Cognitives et Sciences Affectives, F-59000Lille, France

Séverine Casalis, Univ. Lille, CNRS, UMR 9193 – SCALab – Sciences Cognitives et Sciences Affectives, F-59000Lille, France

Abstract Research in second language (L2) learning often considers one modality only during task completion. It is unclear if L2 performance is as accurate whatever the modality. L2 learning at school is characterized by a predominance of written materials. One might expect written L2 word recognition to be more accurate than spoken one. This modality effect could also depend on L2 proficiency and the presence of cognate items, closer orthographically than phonologically for most language pairs. Two experiments were conducted with 50 intermediate proficiency French–English bilinguals. Experiment 1 highlighted this modality effect on accuracy and a session effect reflecting a benefit from oral to written modality on latency. In Experiment 2, which included both cognate and non-cognate words, modality effect was even stronger for cognate words and cognate effect depended on modality. In both experiments, these effects depend on L2 proficiency. These findings are discussed according to bilingual word recognition models.

Key words  bilingualism, word recognition, modality effect, lexical representations

Neurophysiology of non-native sound discrimination: Evidence from German vowels and consonants in successive French–German bilinguals using an MMN oddball paradigm

Jane Wottawa, Le Mans University, LIUM, Le Mans, France; Sorbonne Nouvelle – Paris 3 University – CNRS, UMR 7018, LPP, Paris, France

Martine Adda-Decker, Sorbonne Nouvelle – Paris 3 University – CNRS, UMR 7018, LPP, Paris, France

Frédéric Isel, Paris Nanterre – Paris Lumières University, CNRS, UMR 7114, MoDyCo, Paris, France

Abstract The present electroencephalographical multi-speaker MMN oddball experiment was designed to study the phonological processing of German native and non-native speech sounds. Precisely, we focused on the perception of German /ɪ-iː/, /ɛ-ɛː/, /a-aː/ and the fricatives [ʃ] and [ç] in German natives (GG) and French learners of German (FG). As expected, our results showed that GG were able to discriminate all the critical vowel contrasts. In contrast, FG, despite their high L2 proficiency level, were only marginally sensitive to vowel length variations. Finally, neither GG nor FG discriminated the opposition between [ʃ] and [ç], as revealed by the absence of MMN response. This latter finding was interpreted in terms of low perceptual salience. Taken together, the present findings lend partial support to the Perceptual Assimilation Model for late bilinguals (PAM-L2) for speech perception of non-native phonological contrasts.

Key words  L2 German sound discrimination, EEG, MMN, oddball experiment, vowels, fricatives

Information encoding and transmission profiles of first-language (L1) and second-language (L2) speech

Ann R. Bradlow, Department of Linguistics, Northwestern University, Evanston, Illinois, USA

Abstract Inspired by information theoretic analyses of L1 speech and language, this study proposes that L1 and L2 speech exhibit distinct information encoding and transmission profiles in the temporal domain. Both the number and average duration of acoustic syllables (i.e., intensity peaks in the temporal envelope) were automatically measured from L1 and L2 recordings of standard texts in English, French, and Spanish. Across languages, L2 acoustic syllables were greater in number (more acoustic syllables/text) and longer in duration (fewer acoustic syllables/second). While substantial syllable reduction (fewer acoustic than orthographic syllables) was evident in both L1 and L2 speech, L2 speech generally exhibited less syllable reduction, resulting in low information density (more syllables with less information/syllable). Low L2 information density compounded low L2 speech rate yielding very low L2 information transmission rate (i.e., less information/second). Overall, this cross-language comparison establishes low information transmission rate as a language-general, distinguishing feature of L2 speech.

Key words  second-language speech production, speech rate, communication efficiency, information density

The use of a second language enhances the neural efficiency of inhibitory control: An ERP study

Patrycja Kałamała, Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University in Krakow, Poland

Jonas Walther, Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University in Krakow, Poland

Haoyun Zhang, Social, Life, and Engineering Sciences Imaging Center, the Pennsylvania State University, Pennsylvania, United States

Michele Diaz, Social, Life, and Engineering Sciences Imaging Center, the Pennsylvania State University, Pennsylvania, United States

Magdalena Senderecka, Institute of Philosophy, Jagiellonian University in Krakow, Poland

Zofia Wodniecka, Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University in Krakow, Poland

Abstract This study investigated how natural language use influences inhibition in language-unbalanced bilinguals. We experimentally induced natural patterns of language use (as proposed by the Adaptive Control Hypothesis) and assessed their cognitive after-effects in a group of 32 Polish–English bilinguals. Each participant took part in a series of three language games involving real conversation. Each game was followed by two inhibition tasks (stop-signal task and Stroop task). The manipulation of language use in the form of language games did not affect the behavioural measures, but it did affect ERPs. Performance of the inhibition tasks was accompanied by a reduction of P3 and the N450 amplitude differences after games involving the use of L2. The ERP modulations suggest that for bilinguals living in an L1 context the use of L2 enhances neural mechanisms related to inhibition. The study provides the first evidence for a direct influence of natural language use on inhibition.

Key words  patterns of language use, inhibition, adaptive control hypothesis, language switching, cognitive training

期刊简介

Bilingualism: Language and Cognition is an international peer-reviewed journal focusing on bilingualism from a linguistic, psycholinguistic, and neuroscientific perspective. The aims of the journal are to promote research on the bilingual and multilingual person and to encourage debate in the field. Areas covered include: bilingual language competence, bilingual language processing, bilingual language acquisition in children and adults, bimodal bilingualism, neurolinguistics of bilingualism in normal and brain-damaged individuals, computational modelling of bilingual language competence and performance, and the study of cognitive functions in bilinguals. The journal maintains an inclusive attitude to research involving all languages, and we specifically encourage the study of less well researched languages (including especially minority and minoritized languages) to increase our understanding of how language and cognition interact in the bilingual individual. 

《双语：语言与认知》是一本国际同行评议的期刊，主要从语言学、心理语言学和神经科学的角度探讨双语现象。该杂志的目的是促进对双语和多语的人群的研究，并鼓励在该领域的争鸣。议题包括:双语语言能力、双语语言加工、儿童和成人双语语言习得、双模双语、正常人和脑损伤者双语能力的神经语言学、双语语言能力和表现的计算建模、双语者认知功能的研究。该杂志对涉及所有语言的研究持包容态度，我们特别鼓励对研究较少的语言(特别是少数民族和少数民族语言)的研究，以增加我们对双语人群语言和认知如何相互作用的理解。

官网地址：

https://www.cambridge.org/core/journals/bilingualism-language-and-cognition

课程推荐

转载&合作请联系