BILINGUALISM: LANGUAGE AND COGNITION

Volume 26, Issue 4-5, 2023

Bilingualism: Language and Cognition（SSCI一区，2022 IF：3.6，排名：16/194）2023 年第4-5期共发文37篇。研究论文涉及第二语言习得、ERP研究、混合使用语言的影响、结构预测等。欢迎转发扩散！（2023年已更完）

往期推荐：

刊讯｜SSCI 期刊《双语：语言与认知》2023年第1-3期

刊讯丨SSCI 期刊《双语：语言与认知》2022年第5期

刊讯丨SSCI 期刊《双语：语言与认知》2022年第4期

目录

Issue 4

Research Article

■ Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function, by Marta Rivera, Daniela Paolieri, Antonio Iniesta, Ana I Pérez, Teresa Bajo, Pages 639-652.

■ Do structure predictions persevere to multilinguals’ other languages? Evidence from cross-linguistic structural priming in comprehension, by Xuemei Chen, Suiping Wang, Robert J. Hartsuiker, Pages 653-669.

■ Structural priming of code-switches in non-shared-word-order utterances: The effect of lexical repetition, by Robyn Berghoff, Marianne Gullberg, Gerrit Jan Kootstra, Pages 670-683.

■ Planning scope in second language sentence production: Do bilingual speakers plan ahead more in L1 than in L2? by Felicity F. Frinsel, Robert J. Hartsuiker, Pages 684-694.

■ The production preferences and priming effects of Dutch passives in Arabic/Berber–Dutch and Turkish–Dutch heritage speakers, by Rianne van Lieburg, Robert Hartsuiker, Sarah Bernolet, Pages 695-708.

■ The interface of explicit and implicit second-language knowledge: A longitudinal study, by Kathy MinHye Kim, Aline Godfroid, Pages 709-723.

■ Predicting processing effort during L1 and L2 reading: The relationship between text linguistic features and eye movements, by Shingo Nahatame, Pages 724-737.

■ L1 referential features influence pronoun reading in L2 for deaf, ASL–English bilinguals, by Katherine Sendek, David P. Corina, Deborah Cates, Matthew J. Traxler, Tamara Y. Swaab, Pages 738-750.

■ Monolingual and Bilingual Phonological Activation in Cantonese, by Ming Yan, Yingyi Luo, Jinger Pan, Pages 751-761.

■ Detangling experiential, cognitive, and sociopsychological individual differences in second language speech learning: Cross-sectional and longitudinal investigations, by Yui Suzukida, Kazuya Saito, Pages 762-775.

■ Behavioral and ERP evidence of differences in pitch feedback control in late bilinguals’ L1 and L2 speech production, by Xiao Cai, Yulong Yin, Qingfang Zhang, Pages 776-794.

■ Hearing emotion in two languages: A pupillometry study of Cantonese–Mandarin bilinguals’ perception of affective cognates in L1 and L2, by Yao Yao, Katrina Connell, Stephen Politzer-Ahles, Pages 795-808.

■ Cognitive restructuring: Psychophysical measurement of time perception in bilinguals, by Panos Athanasopoulos, Emanuel Bylund, Pages 809-818.

■ Prospective memory in bilinguals: Recalling future intentions in first and second language contexts, by Cristina López-Rojas, Alejandra Marful, Ana I. Pérez, M. Teresa Bajo, Pages 819-834.

■Select Bilingual toddlers show increased attention capture by static faces compared to monolinguals Bilingual toddlers show increased attention capture by static faces compared to monolinguals, by Victoria L Mousley, Mairéad MacSweeney, Evelyne Mercure, Pages  835-844.

■ An assessment of the effects of SES on the development of executive attention in Singapore: Early English–Malay bilinguals, by Carissa K. Kang, Felix Thoemmes, Barbara Lust, Pages 846-861.

Issue 5

Research Article

■High-level listening comprehension in advanced English as a second language: Effects of the first language and inhibitory control, by Mandy Wigdorowitz, Ana I. Pérez, Ianthi M. Tsimpli, Pages 865-879.

■ Lexical production and innovation in child and adult Russian Heritage speakers dominant in English and Hebrew, by Clara Fridman, Natalia Meir, Pages 880-895.

■ Mixed language processing increases cross-language phonetic transfer in Bengali–English bilinguals, by Auromita Mitra, Indranil Dutta, Pages 896-909.

■ Earlier mastery of English predicts 5th Grade academic outcomes for low-income dual language learners in Miami, USA, by Adam Winsler, Nadine Rozell, Tevis L. Tucker, Gabriele Norvell, Pages 910-923.

■ Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?, by Valeria M. Rigobon, Nuria Gutiérrez, Ashley A. Edwards, Daniel Abes, Laura M. Steacy, Donald L. Compton, Pages 924-941.

■ Language proficiency predictors of code-switching behavior in dual-language-learning children, by L. T. Schächinger Tenés, J. C. Weiner-Bühler, L. Volpin, A. Grob, K. Skoruppa, R. K. Segerer, Pages 942-958.

■ How a second language and its future time reference impacts intertemporal decision: A holistic perspective, by Yuepei Xu, Chenggang Wu, Yang-Yang Zhang, Zhu-Yuan Liang, Pages 959-970.

■ Multimodal language in bilingual and monolingual children: Gesture production and speech disfluency, by Burcu Arslan, Aslı Aktan-Erciyes, Tilbe Göksun, Pages 971-983.

■ Learning second language morphosyntax in dialogue under explicit and implicit conditions: An experimental study with advanced adult learners of German, by Eva M. Koch, Johanna F. de Vos, Alex Housen, Aline Godfroid, Kristin Lemhöfer, Pages 984-997.

■ Does Language Entropy Shape Cognitive Performance? A Tale of Two Cities, by Danika Wagner, Katerina Bekas, Ellen Bialystok, Pages 998-1008.

■ The cognate facilitation effect on lexical access in bilingual aphasia: Evidence from the Boston Naming Test, by Manuel Jose Marte, Claudia Peñaloza, Swathi Kiran, Pages 1009-1025.

■ Advantages of visiting your home country: how brief reimmersion in their native country impacts migrants’ native language access, by Alba Casado, Jonas Walther, Agata Wolna, Jakub Szewczyk, Antonella Sorace, Zofia Wodniecka, Pages 1026-1037.

■ Modulatory role of foreign language experience on the Moral Foreign Language Effect, by Adam John Privitera, Shaohan Li, Yu Zhou, Mengqi Wang, Pages 1038-1050.

■ Mixed-language input and infant volubility: Friend or foe?, by Yufang Ruan, Krista Byers-Heinlein, Adriel John Orena, Linda Polka, Pages 1051-1066.

■ The role of morphological configuration in language control during bilingual production and comprehension, by Shuang Liu, Junjun Huang, John W. Schwieter, Huanhuan Liu, Pages 1067-1078.

■ Language balance rather than age of acquisition: A study on the cross-linguistic gender congruency effect in Portuguese–German bilinguals, by Ana Rita Sá-Leite, Cristina Flores, Carina Eira, Juan Haro, Montserrat Comesaña, Pages 1079-1092.

■ Listening like a native: Unprofitable procedures need to be discarded, by Laurence Bruggeman, Anne Cutler, Pages 1093-1102.

摘要

Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function

Marta Rivera, Mind, Brain, and Behavior Research Center (CIMCYC), Department of Experimental Psychology, University of Granada

Daniela Paolieri, Mind, Brain, and Behavior Research Center (CIMCYC), Department of Experimental Psychology, University of Granada

Antonio Iniesta, Mind, Brain, and Behavior Research Center (CIMCYC), Department of Experimental Psychology, University of Granada

Ana I Pérez, Mind, Brain, and Behavior Research Center (CIMCYC), Department of Experimental Psychology, University of Granada

Teresa Bajo,  Mind, Brain, and Behavior Research Center (CIMCYC), Department of Experimental Psychology, University of Granada

Abstract Learning a new language is an important goal that many individuals find difficult to achieve, particularly during adulthood. Several factors have related this variability to different extrinsic (learning condition, difficulty of the materials) and intrinsic (cognitive abilities) factors, but the interaction between them is barely known. In two experiments, participants learned English grammar rules in intentional (Experiment 1) or explicit (Experiment 2), and incidental learning-contexts. Overall, results of this study indicated that intentional-explicit conditions benefitted rule-learning, as compared to incidental conditions. This benefit was mainly present when participants were learning an easy-rule; explicit and incidental learning did not differ in the case of participants learning a difficult rule (Experiment 2). Moreover, individual differences in executive functioning predicted successful learning in interaction with difficulty. When learning an easy-rule, proactive control facilitated intentional learning. In contrast, when participants were learning a complex-rule, incidental learning was enhanced by lower involvement of proactive control.

Key words second language learning， individual differences， context of learning， proactive control， rule difficulty， executive functions

Do structure predictions persevere to multilinguals’ other languages? Evidence from cross-linguistic structural priming in comprehension

Xuemei Chen, Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education

Suiping Wang, Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education

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

Abstract Many cross-language sentence processing studies showed structural priming, which suggests a shared representation across languages or separate but interacting representations for each language. To investigate whether multilinguals can rely on such representations to predict structure in comprehension, we conducted two visual-world eye-tracking priming experiments with Cantonese–Mandarin-English multilinguals. Participants were instructed to read aloud prime sentences in either Cantonese, Mandarin, or English; then they heard a target sentence in Mandarin while looking at the corresponding target picture. When prime and target had different verbs, there was within-language structural priming only (Mandarin-to-Mandarin, Experiment 1). But when prime and target had translation-equivalent verbs, there was not only within-language but also between-language priming (only Cantonese-to-Mandarin, Experiment 2). These results indicate that structure prediction between languages in comprehension is partly lexically-based, so that cross-linguistic structural priming only occurs with cognate verbs.

Key words multilingualism， structural priming， sentence comprehension

Structural priming of code-switches in non-shared-word-order utterances: The effect of lexical repetition

Robyn Berghoff, Stellenbosch University

Marianne Gullberg, Lund University

Gerrit Jan Kootstra, Radboud University

Abstract Code-switching is generally dispreferred at points of non-shared word order across a bilingual's two languages. In priming studies, this dispreference persists even following exposure to a code-switched non-shared-word-order utterance. The present study delves deeper into the scope of code-switching priming by investigating whether lexical repetition across target and prime, a factor known to boost structural priming, can increase code-switching at points of word order divergence. Afrikaans–English bilinguals (n=46) heard prime sentences in which word order, lexical repetition, and switch position were manipulated and subsequently produced code-switched picture descriptions. The results show that lexical repetition boosts the priming of code-switching in a non-shared word order. The findings demonstrate that code-switching in production is affected by a dynamic interplay between factors both language-internal (i.e., word order) and language-external (i.e., priming, and specifically lexical repetition).

Key words code-switching， word order， speech production， priming， lexical boost

Planning scope in second language sentence production: Do bilingual speakers plan ahead more in L1 than in L2?

Felicity F. Frinsel, Cornell University, Department of Psychology

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

Abstract Language production is incremental in nature; we tend to plan linguistic chunks prior to articulating the first word of the utterance. Researchers have acquired knowledge about how far ahead sentences are generally planned, but mostly in monolinguals or the speaker's first language (Allum & Wheeldon, 2007; Martin, Crowther, Knight, Tamborello II, & Yang, 2010; Wagner, Jescheniak, & Schriefers, 2010). It is unclear whether the scope of planning is the same in bilinguals, or the speaker's second language. Here, we examined planning scope in Dutch–English bilinguals' sentence production using a paradigm that elicits descriptions of short animations. Analyses of speech onset times and articulation durations suggest that, on the surface, bilinguals have comparable planning scope in L1 and L2. However, in their L2, bilinguals extended their articulation duration, suggesting that they committed early to the initial noun phrase, but produced it more slowly to buy time to plan the next noun phrase.

Key words Planning scope， bilingualism， sentence processing， speech production

The production preferences and priming effects of Dutch passives in Arabic/Berber–Dutch and Turkish–Dutch heritage speakers

Rianne van Lieburg, University of Antwerp

Robert Hartsuiker, Ghent University

Sarah Bernolet, University of Antwerp

Abstract Cross-linguistic structural priming effects suggest that bilinguals have shared or connected memory representations for similar syntactic structures. This predicts an influence of the production preferences of one language in the other language (Bernolet & Hartsuiker, 2018). We hypothesized that shared structures will lead to a facilitatory effect on production frequencies, whereas connected structures may sometimes lead to an inhibitory effect due to competition between structures. We compared the production preferences and priming effects in Dutch for the frequent by-phrase-final and the uncommon by-phrase-medial passive between Arabic/Berber–Dutch and Turkish–Dutch heritage speakers and native speakers of Dutch. Arabic/Berber–Dutch speakers produced more agentless passives –that is, the alternative shared between their two languages. In contrast, Turkish–Dutch speakers produced less by-phrase-medial passives, although these are less uncommon in Turkish. This inhibition effect suggests that syntactic structures may sometimes be connected rather than shared, although the exact mechanisms behind the inhibitory effects require further research.

Key words structural priming， shared syntax， passives

bilinguals， heritage speakers

The interface of explicit and implicit second-language knowledge: A longitudinal study

Kathy MinHye Kim, BU Wheelock College of Education and Human Development, Boston University

Aline Godfroid, Second Language Studies and TESOL Programs, Michigan State University

Abstract The aim of our study was to examine the longitudinal associations between two forms of second language (L2) knowledge (i.e., explicit and implicit knowledge) and the activity types that facilitate different processing mechanisms (i.e., form- and meaning-focused processing). L2 English speakers completed two tests of explicit knowledge (untimed written grammaticality judgment test and metalinguistic knowledge test) and three tests of implicit knowledge (timed written grammaticality judgment test, oral production, and elicited imitation) at the beginning and the end of a semester of university-level study. To track engagement in the activity types, participants completed self-reported language exposure logs across five days throughout the semester. The results from an autoregressive cross-lag analysis suggest L2 explicit and implicit knowledge influenced each other reciprocally over time. Neither activity type predicted knowledge development. We conclude that language acquisition is a developmental process typified by a dynamic, synergistic interface between explicit and implicit knowledge.

Key words implicit knowledge， explicit knowledge， language exposure， the interface hypothesis， longitudinal analysis

Predicting processing effort during L1 and L2 reading: The relationship between text linguistic features and eye movements

Shingo Nahatame, University of Tsukuba

Abstract Researchers have taken great interest in the assessment of text readability. This study expands on this research by developing readability models that predict the processing effort involved during first language (L1) and second language (L2) text reading. Employing natural language processing tools, the study focused on assessing complex linguistic features of texts, and these features were used to explain the variance in processing effort, as evidenced by eye movement data for L1 or L2 readers of English that were extracted from an open eye-tracking corpus. Results indicated that regression models using the indices of complex linguistic features provided better performance in predicting processing effort for both L1 and L2 reading than the models using simple linguistic features (word and sentence length). Furthermore, many of the predictive variables were lexical features for both L1 and L2 reading, emphasizing the importance of decoding for fluent reading regardless of the language used.

Key words reading， eye tracking， readability， natural language processing， decoding

L1 referential features influence pronoun reading in L2 for deaf, ASL–English bilinguals

Katherine Sendek, University of California

David P. Corina, University of California

Deborah Cates, Iowa School for the Deaf

Matthew J. Traxler, University of California

Tamara Y. Swaab, University of California

Abstract Referential processing relies on similar cognitive functions across languages – in particular, working memory. However, this has only been investigated in spoken languages with highly similar referential systems. In contrast to spoken languages, American Sign Language (ASL) uses a spatial referential system. It is unknown whether the referential system of ASL (L1) impacts referential processing in English (L2). This cross-language impact may be of particular importance for deaf, bimodal bilinguals who sign in ASL and read in English. Self-paced reading times of pronouns in English texts were compared between ASL–English bimodal bilinguals and Chinese–English unimodal bilinguals. The results showed that L1 referential characteristics influenced pronoun reading time in L2. Furthermore, in contrast to Chinese–English bilinguals, ASL–English bilinguals’ referential processing during reading of English texts relied on vocabulary knowledge – not working memory. These findings emphasize the need to expand current theories of referential processing to include more diverse types of language transfer.

Key words ASL， referential processing， self-paced reading， language transfer

Monolingual and Bilingual Phonological Activation in Cantonese

Ming Yan, Department of Psychology, University of Macau, Center for Cognitive and Brain Sciences, University of Macau

Yingyi Luo, Institute of Linguistics, Chinese Academy of Social Sciences

Jinger Pan, Department of Psychology, The Education University of Hong Kong

Abstract Previous research has provided evidence for cross-language phonological activation during visual word recognition. However, such findings mainly came from alphabetic languages, and readers’ familiarity with the two scripts might differ. The present study aimed to test whether such cross-language phonological activation can be observed in Chinese, a logographic script, without the confounding factor of script familiarity as readers read the same script in different languages. Cantonese–Mandarin bilinguals were tested in an eye-tracking experiment in which they were instructed to read sentences silently. A target word in the sentence was replaced by either a homophone in both Cantonese and Mandarin, a homophone in Cantonese or in Mandarin only, or an unrelated character. The results showed that native Cantonese readers could activate phonological representations of L1 and L2 while reading Chinese sentences silently. However, the degree to which they relied on phonological decoding in L1 and L2 varied in the two languages.

Key words Mandarin, Cantonese, bilingualism, phonology, eye movement

Detangling experiential, cognitive, and sociopsychological individual differences in second language speech learning: Cross-sectional and longitudinal investigations

Yui Suzukida, University College London

Kazuya Saito, University College London

Abstract In this two-part study, we conducted both cross-sectional and longitudinal investigations on the relative weights of experiential, cognitive, and sociopsychological factors in adult L2 speech learning. In the cross-sectional phase (Study 1), speech was elicited from 73 Japanese speakers of English via a picture description task, and rated for accentedness and comprehensibility. These scores were linked to scores on a range of tests designed to measure aptitude, motivation, and anxiety. The results showed that comprehensibility was exclusively linked to experiential variables (e.g., the amount of L2 use outside classrooms), while accentedness was linked to phonemic coding ability and anxiety. In the longitudinal phase (Study 2), we tracked the same participants' L2 comprehensibility and accentedness development when they received four weeks of explicit pronunciation instruction. According to the results of pre- and post-tests, participants significantly improved the comprehensibility and accentedness of their speech regardless of cognitive and sociopsychological differences.

Key words L2 pronunciation, individual differences, aptitude, anxiety, motivation, English as a Foreign Language

Behavioral and ERP evidence of differences in pitch feedback control in late bilinguals’ L1 and L2 speech production

Xiao Cai, Department of Psychology, Renmin University of China , School of Foreign Languages, Renmin University of China

Yulong Yin, Department of Psychology, Renmin University of China,  School of Psychology, Northwest Normal University

Qingfang Zhang, Department of Psychology, Renmin University of China

Abstract This study compared late bilinguals’ pitch feedback control in L1 and L2 production using a frequency-altered feedback paradigm in which participants read target words while presented with unexpected pitch-shift in their voice feedback. Variables of language (L1 or L2) and perturbation magnitudes (0, 100, 200, or 400 cents) were manipulated. Behaviorally, participants produced larger magnitudes but longer latencies of vocal compensation in L2 than in L1 production, suggesting that L2 pitch feedback control has greater importance but lower efficiency. Event-related potential findings demonstrated that 400-cent shifts elicited greater N1 amplitudes than those in the 0-cent baseline condition in L1 production. This difference was non-significant in L2 production, implying different neural processing of unaltered feedback and externally-generated feedback in L1 and L2 production. Participants’ vocal compensation and P2 amplitudes were similarly modulated by pitch-shift in L1 and L2 production, implying a similar gating mechanism to correct internal and external errors.

Key words pitch feedback control, late bilinguals, ERPs, L1 and L2 production

Hearing emotion in two languages: A pupillometry study of Cantonese–Mandarin bilinguals’ perception of affective cognates in L1 and L2

Yao Yao, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, The Hong Kong Polytechnic University - Peking University Research Centre on Chinese Linguistics

Katrina Connell, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Department of Spanish, Italian, and Portuguese, The Pennsylvania State University, Center for Language Sciences, The Pennsylvania State University

Stephen Politzer-Ahles, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University

Abstract Differential affective processing has been widely documented for bilinguals: L1 affective words elicit higher levels of arousal and stronger emotionality ratings than L2 affective words (Pavlenko, 2012). In this study, we focus on two closely related Chinese languages, Mandarin and Cantonese, whose affective lexicons are highly overlapping, with shared lexical items that only differ in pronunciation across languages. We recorded L1 Cantonese – L2 Mandarin bilinguals’ pupil responses to auditory tokens of Cantonese and Mandarin affective words. Our results showed that Cantonese–Mandarin bilinguals had stronger pupil responses when the affective words were pronounced in Cantonese (L1) than when the same words were pronounced in Mandarin (L2). The effect was most evident in taboo words and among bilinguals with lower L2 proficiency. We discuss the theoretical implications of the findings in the frameworks of exemplar theory and models of the bilingual lexicon.

Key words Cantonese–Mandarin bilingual, differential affective processing, pupillometry, lexical processing

Cognitive restructuring: Psychophysical measurement of time perception in bilinguals

Panos Athanasopoulos, Department of Linguistics and English Language, Lancaster University,  Department of General Linguistics, Stellenbosch University

Emanuel Bylund, Department of General Linguistics, Stellenbosch University， Centre for Research on Bilingualism, Stockholm University

Abstract This paper explores the link between the metaphoric structure TIME IS SPACE and time perception in bilinguals. While there appear to be fundamental commonalities in the way humans perceive and experience time regardless of language background, language-specific spatiotemporal metaphors can give rise to differences between populations, under certain conditions. Little is known, however, about how bilinguals experience time, and the specific factors that may modulate bilingual temporal processing. Here, we address this gap by examining L1 Spanish – L2 Swedish bilinguals in a psychophysical task. Results show that duration estimation of dynamic spatial configurations analogous to L2-specific temporal metaphors is modulated by L2 proficiency. In contrast, duration estimation of spatial configurations analogous to the L1 metaphorical expressions appears to be modulated by the age of L2 acquisition. These findings are discussed in terms of associative learning and cognitive restructuring in the bilingual mind.

Key words spatiotemporal metaphors, duration estimation, cognitive restructuring

Prospective memory in bilinguals: Recalling future intentions in first and second language contexts

Cristina López-Rojas, Mind, Research Center for Mind, Brain and Behaviour, University of Granada,  Department of Experimental Psychology, University of Granada

Alejandra Marful, Mind, Research Center for Mind, Brain and Behaviour, University of Granada,  Department of Experimental Psychology, University of Granada

Ana I. Pérez, Mind, Research Center for Mind, Brain and Behaviour, University of Granada,  Department of Experimental Psychology, University of Granada

M. Teresa Bajo, Mind, Research Center for Mind, Brain and Behaviour, University of Granada,  Department of Experimental Psychology, University of Granada

Abstract Recalling future intentions (i.e., prospective memory, PM) plays an essential role in everyday life, but sometimes, if the person is involved in a demanding ongoing task, PM is unsuccessful. This is especially relevant for bilinguals who, in many situations, have to recall intentions while performing a task in their second language (L2). Our aim was to explore whether PM is modulated by the linguistic context in which PM takes place. In this study, bilinguals performed a PM task in their first (L1) or second language (L2). We also manipulated the demands of the ongoing task (early/late updating) and the PM cue (focal/non-focal). In general, results showed an overall impairment in the recall of future intentions when the task was performed in L2. This impairment was especially evident in the more demanding conditions, suggesting that increments in attentional demands due to L2 processing hinder the processes required for prospective remembering.

Key words prospective memory, bilingualism, linguistic context, prospective processing, bilingual language processing

Bilingual toddlers show increased attention capture by static faces compared to monolinguals

Victoria L Mousley, Institute of Cognitive Neuroscience, University College London， Deafness, Cognition and Language Research Centre, University College London

Mairéad MacSweeney, Institute of Cognitive Neuroscience, University College London， Deafness, Cognition and Language Research Centre, University College London

Evelyne Mercure, Institute of Cognitive Neuroscience, University College London， Deafness, Cognition and Language Research Centre, University College London

Abstract Bilingual infants rely differently than monolinguals on facial information, such as lip patterns, to differentiate their native languages. This may explain, at least in part, why young monolinguals and bilinguals show differences in social attention. For example, in the first year, bilinguals attend faster and more often to static faces over non-faces than do monolinguals (Mercure et al., 2018). However, the developmental trajectories of these differences are unknown. In this pre-registered study, data were collected from 15- to 18-month-old monolinguals (English) and bilinguals (English and another language) to test whether group differences in face-looking behaviour persist into the second year. We predicted that bilinguals would orient more rapidly and more often to static faces than monolinguals. Results supported the first but not the second hypothesis. This suggests that, even into the second year of life, toddlers’ rapid visual orientation to static social stimuli is sensitive to early language experience.

Key words bilingualism, toddlerhood, face processing, eye-tracking, visual attention

An assessment of the effects of SES on the development of executive attention in Singapore: Early English–Malay bilinguals

Carissa K. Kang, Human Development, Cornell University

Felix Thoemmes,  Human Development, Cornell University

Barbara Lust, Human Development, Cornell University

Abstract Thirty-four English–Malay bilinguals of between four and six years of age (both balanced and dominant) characterized as low socioeconomic status (SES) on income and parental education were tested on the child-Attentional Network Task (child-ANT; Rueda, Fan, McCandliss, Halparin, Gruber, Lercari & Posner, 2004) measuring executive attention. Although SES measures fell below the Singapore median, Malay children's performance on the child-ANT remained high when compared to other age-matched monolingual and bilingual children previously tested with the child-ANT (Yang, Yang & Lust, 2011), and English–Chinese Singaporean bilinguals (Kang, 2009). None of the three SES measures – father's and mother's education, and income, significantly correlated with child-ANT components. Regression analyses confirmed that none of the SES measures significantly predicted performance on the child-ANT. Caregiver reports suggested that both balanced and dominant bilinguals displayed high executive control. We consider the possibility that cultural variations – simultaneous and pervasiveness of bilingualism in Singapore, or pervasive code-switching – may ameliorate potential negative effects of SES on executive control development.

Key words bilingualism, cognitive development, executive attention, socioeconomic status, culture, child multilingualism questionnaire, Malay

High-level listening comprehension in advanced English as a second language: Effects of the first language and inhibitory control

 Mandy Wigdorowitz, Theoretical and Applied Linguistics, University of Cambridge, Department of Psychology, University of Johannesburg, Johannesburg

Ana I. Pérez, Department of Experimental Psychology, University of Granada

Ianthi M. Tsimpli, Theoretical and Applied Linguistics, University of Cambridge

Abstract English is imposed as the language of instruction in multiple linguistically diverse societies where there is more than one official language. This might have negative educational consequences for people whose first language (L1) is not English. To investigate this, 47 South Africans with advanced English proficiency but different L1s (L1-English vs. L1-Zulu) were evaluated in their listening comprehension ability. Specifically, participants listened to narrative texts in English which prompted an initial inference followed by a sentence containing an expected inference or an unexpected but plausible concept, assessing comprehension monitoring. A final question containing congruent or incongruent information in relation to the text information followed, assessing the revision process. L1-English participants were more efficient at monitoring and revising their listening comprehension. Furthermore, individual differences in inhibitory control were associated with differences in revision. Results show that participants’ L1 appears to supersede their advanced English proficiency on highly complex listening comprehension.

Key words listening comprehension, L1 background, comprehension monitoring, revision, inhibitory control, South Africa

Lexical production and innovation in child and adult Russian Heritage speakers dominant in English and Hebrew

Clara Fridman, Department of English Literature and Linguistics, Bar Ilan University

Natalia Meir, Department of English Literature and Linguistics, Bar Ilan University,  Leslie and Susan Gonda Multidisciplinary Brain Research Center, Bar Ilan University

Abstract The present study investigated lexical production and innovation of 202 participants across six groups: child and adult heritage speakers of Russian, dominant in Hebrew or American English, and monolingual Russian-speaking children and adults. Understanding quantitative performance across these six groups was intended to provide a comprehensive perspective on heritage language (HL) development, while comparing the participants’ qualitative non-target response patterns would elucidate the organization of the HL lexicon. We assessed the production of Russian nouns and verbs using a naming task. We then considered the effects of input at the societal and lexical levels (focusing on word frequency and age of acquisition). Our findings are discussed in terms of accounts of HL developmental trajectories: monolingual-like trajectory, frozen lexical development, attrition, and new language variety in a contact situation. The results presented no evidence for attrition, while elements of the other three trajectories were found in our quantitative and qualitative analyses.

Key words Heritage speakers, Lexical production, Lexical innovation, HL Lexicon, Heritage Russian

Mixed language processing increases cross-language phonetic transfer in Bengali–English bilinguals

Auromita Mitra,  New York University

Indranil Dutta, Jadavpur University

Abstract This study investigates the phonetic outcome of mixed-language speech in Bengali and Indian English, towards understanding cross-language interaction in highly proficient bilinguals. We compare spectral properties of L2 vowels [æ] (common to L1, L2) and [ʌ] (absent in L1) in code-switched (mixed) vs. nonswitched productions. Results reveal asymmetrical shifts in both vowels during mixed productions, towards related L1 categories. We interpret this as a temporary increase in cross-language phonetic interaction during mixed-language use, leading to a shift towards L1 norms, evidencing transfer effects on L2 vowels. We elicit mixed productions through two tasks: cued picture-naming and code-switching, to assess if experimental paradigm independently influences the behavior under study. Results reveal parallel patterns, but small magnitude differences, across paradigms. We discuss these findings in light of recent proposals about asymmetries in short-term phonetic interaction, postulated discursive factors in code-switching, and the issue of comparability between paradigms in transfer studies.

Key words phonetic transfer, vowel quality, bilingual speech production, L1-L2 interaction, Indian English, Bengali

Earlier mastery of English predicts 5th Grade academic outcomes for low-income dual language learners in Miami, USA

Adam Winsler, George Mason University

Nadine Rozell, George Mason University

Tevis L. Tucker, George Mason University

Gabriele Norvell, George Mason University

Abstract Earlier acquisition of English is associated with better academic performance for dual language learners (DLLs), but large-scale, prospective, longitudinal studies examining how trajectories for English acquisition relate to school-based outcomes, accounting for relevant covariates, are rare. We explored how the grade in which DLLs (N = 17,548; 47% female; 80% free/reduced-price lunch; 86% Latino, 10% Black, and 4% White/Other) acquire English proficiency, defined by the school district, relates to academic outcomes (grade retention, GPA, reading and math test scores) in 5th grade, controlling for gender, ethnicity, poverty, and school readiness skills at age 4. Earlier acquisition of English, especially before 2nd grade, predicted better performance on each 5th grade outcome. Earlier proficiency in English was even more important for 5th grade outcomes for those with initially high cognitive skills, Latino/Hispanic DLLs (compared to Black DLLs), and those not in poverty. Implications for practice and research are discussed.

Key words Dual Language Learners, Academic Achievement, Second Language Acquisition

Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?

Valeria M. Rigobon,  Department of Psychology, Florida State University, Florida Center for Reading Research

Nuria Gutiérrez, Florida Center for Reading Research

Ashley A. Edwards,  Florida Center for Reading Research

Daniel Abes, Florida Center for Reading Research

Laura M. Steacy, Florida Center for Reading Research

Donald L. Compton, Department of Psychology, Florida State University, Florida Center for Reading Research

Abstract Correctly spelling an English word requires a high-quality orthographic representation. When faced with spelling a complex word without a high-quality representation, spellers often rely on other knowledge sources (e.g., incomplete stored orthographic forms, phonological to orthographic relationships) to spell it. For bilinguals, another potentially facilitative source is knowledge of a word's lexical and sublexical representations in another language. In the current study we considered simultaneous effects of word-level (e.g., frequency, cognate status) and person-level (e.g., English spelling skill, prompting, bilingual status) predictors on college students’ complex English word spelling. Monolinguals (English; n = 42) significantly outperformed bilinguals (Spanish and English; n = 76) on non-cognate spelling; no group differences emerged for cognate spelling accuracy. Within bilinguals, significantly higher spelling performance on cognates compared to non-cognates suggests cognate facilitation, with no prompting effects. Findings expand an interdisciplinary framework of understanding bilinguals’ activation and use of cross-linguistic representations in spelling.

Key words bilingualism, spelling, cognates, cognate facilitation effect, individual differences

Language proficiency predictors of code-switching behavior in dual-language-learning children

 L. T. Schächinger Tenés, Department of Psychology, University of Basel

J. C. Weiner-Bühler, Department of Psychology, University of Basel

L. Volpin, Department of Psychology, University of Basel

A. Grob, Department of Psychology, University of Basel

K. Skoruppa, Institute for speech and language therapy, Division of language and communication sciences, University of Neuchâtel

R. K. Segerer, Department of Psychology, University of Basel

Abstract Code-switching, switching between different languages within the same conversation, is a prominent feature in bilingual communication. This study aimed to elucidate to what extent the linguistic abilities and age of dual-language-learning preschoolers influence the frequency and purposes of code-switching (COMPENSATORY, to bridge linguistic gaps; PREFERENTIAL, to express content as fluently as possible; PRAGMATIC, to phrase something appropriately for the situation). Parental code-switching ratings of 101 German/French–Turkish/Italian dual-language learners aged 32–78 months were analyzed. Generalized linear mixed models revealed positive but no negative effects of societal- and heritage-language skills on children's code-switching frequencies independent of switching purposes and with no evidence of age effects. Hence, code-switching across the preschool age mainly reflects high linguistic competences. Models with linguistically and psychometrically parallelized language scores indicated a strong switching tendency toward the societal language when proficiency in both languages is high, and away from the societal language when language proficiencies are low.

Key words language proficiency, children, code-switching

dual-language learning, heritage language, preschoolers, societal language, questionnaire

 How a second language and its future time reference impacts intertemporal decision: A holistic perspective

Yuepei Xu, CAS Key Laboratory of Behavioral Science, Institute of Psychology, Department of Psychology, University of Chinese Academy of Sciences

Chenggang Wu,  Key Laboratory of Multilingual Education with AI, School of Education, International Studies University

Yang-Yang Zhang,  School of Psychology, Shaanxi Normal University

Zhu-Yuan Liang, CAS Key Laboratory of Behavioral Science, Institute of Psychology, Department of Psychology, University of Chinese Academy of Sciences

Abstract Since globalization, using second languages (L2) to make decisions about future is more common than ever. In this study, we tested the merged effect of two language features, i.e., the future-time reference (FTR) and L2, on intertemporal decision and its indirect mediators, future orientation, and subjective future perception. As a pair of languages with different FTR, English (strong-FTR) has a clear grammatical separation between present and future, while Chinese (weak-FTR) does not. Here, Chinese first language (L1) speakers made intertemporal decisions using either Chinese (L1) or English (L2). Across three studies (N = 1022) and an internal meta-analysis, we found that using a strong-FTR L2 did not change participants’ intertemporal preference but did reduce their future orientation. These findings highlight a holistic perspective merging language features, outcome variables and measurement methods. These findings also imply a need for caution to use second language as nudge strategy in intertemporal decision-making.

Key words intertemporal decision, linguistic-saving hypothesis, foreign language effect, future-orientation, subjective future perception

Multimodal language in bilingual and monolingual children: Gesture production and speech disfluency

Burcu Arslan, Department of Psychology, Koç University

Aslı Aktan-Erciyes, Department of Psychology, Kadir Has University

Tilbe Göksun, Department of Psychology, Koç University

Abstract Bilingual and monolingual children might have different styles of using multimodal language. This study investigates speech disfluency and gesture production of 5- and 7-year-old Turkish monolingual (N = 61) and Turkish–English bilingual children (N = 51). We examined monolinguals’ Turkish narratives and bilinguals’ Turkish and English narratives. Results indicated that bilinguals were more disfluent than monolinguals, particularly for silent and filled (e.g., umm) pauses. Bilinguals used silent pauses and repetitions (e.g., cat cat) more frequently in English than in Turkish. Gesture use was comparable across language and age groups, except for iconic gestures. Monolinguals produced more iconic gestures than bilinguals. Children's overall gesture frequency predicted disfluency rates only in Turkish. Different gesture types might be orchestrated in the multimodal system, contributing to narrative fluency. The use of disfluency and gesture types might provide insight into bilingual and monolingual children's language development and communication strategies.

Key words childhood bilingualism, disfluency, gesture

 Learning second language morphosyntax in dialogue under explicit and implicit conditions: An experimental study with advanced adult learners of German

Eva M. Koch, Vrije Universiteit Brussel

Johanna F. de Vos, Radboud University, Donders Institute for Brain, Cognition and Behaviour

Alex Housen, Vrije Universiteit Brussel

Aline Godfroid,  Michigan State University

Kristin Lemhöfer, Radboud University, Donders Institute for Brain, Cognition and Behaviour

Abstract We investigate the role of awareness in learning non-salient grammar features in a second language during oral interaction. We conducted a learning experiment during which forty-eight adult Dutch-speaking advanced learners of German and a native German-speaking experimenter engaged in a scripted oral dialogue game. The experimenter and learner in turn produced sentences based on pictures eliciting German strong verbs with stem-vowel alternations, a morphosyntactic feature that represents a persistent learning difficulty. While learners in the implicit condition were merely instructed to focus on sentence meaning, learners in the explicit condition were encouraged to also pay attention to and learn from the target structure in the experimenter's input. Although the explicit group achieved higher accuracy scores overall, both groups had similar (absolute) learning gains, showing that oral input provided during interactive exchanges can lead to substantial learning not only under explicit, learning-targeted conditions, but also without an explicit directive to learn.

Key words morphosyntax, awareness, incidental second language learning, explicit and implicit instruction, allomorphy

Does Language Entropy Shape Cognitive Performance? A Tale of Two Cities

Danika Wagner,  York University

Katerina Bekas,  York University

Ellen Bialystok, York University

Abstract Research examining the cognitive consequences of bilingualism has increasingly relied on continuous measures to capture the degree and nature of bilingual experience, using such variables as proficiency, age of acquisition, and language environments. One such measure, language entropy, indexes the social diversity of contexts in which each language is used. The construct was developed in a particular bilingual context, Montréal, Canada. The present study investigated the extent to which it also applies to a context in which social language use is substantially different from that of Montréal – namely, Toronto, Canada. Following the procedures in the original study, participants were assigned an entropy score and performed the AX-Continuous Performance Task (AX-CPT). Performance was associated with self-rated language proficiency, but unlike the results from Montréal, was not associated with entropy scores. Therefore, differences in the language context influence whether language entropy is related to behavioral performance on a cognitive task.

Key words language entropy, adaptive control hypothesis, AX-CPT, continuous bilingualism measures

The cognate facilitation effect on lexical access in bilingual aphasia: Evidence from the Boston Naming Test

Manuel Jose Marte,  Department of Speech, Language & Hearing Sciences, Sargent College of Health and Rehabilitation Sciences

Claudia Peñaloza,  Department of Cognition, Development and Educational Psychology, Faculty of Psychology, University of Barcelona, Institute of Neurosciences, University of Barcelona, Cognition and Brain Plasticity Unit, Bellvitge Biomedical Research Institute-IDIBELL, L'Hospitalet de Llobregat

Swathi Kiran, Department of Speech, Language & Hearing Sciences, Sargent College of Health and Rehabilitation Sciences

Abstract Most cognate research suggests facilitation effects in picture naming, but how these effects manifest in bilinguals after brain damage remains unclear. Additionally, whether this effect is captured in clinical measures is largely unknown. Using data from the Boston Naming Test, we examined the naming of cognates and noncognates, the extent of cognate facilitation produced, and the individual differences in bilingual language experience associated with naming outcomes in forty Spanish–English bilingual persons with aphasia (BPWA) relative to thirty-one Spanish–English healthy bilinguals (HB). Results suggest that naming performance in L1 and L2 in both groups is modulated by lexical frequency, bilingual language experience, and by language impairment in BPWA. Although the two groups showed similarities, they deviated in benefit drawn from the extent of phoneme/grapheme overlap in cognate items. HB showed an association between cognate facilitation and bilingual language experience, while cognate facilitation in BPWA was only associated with L2 language impairment.

Key words bilingualism, aphasia, cognate effect, Boston Naming Test, language experience, lexical access, picture naming

Advantages of visiting your home country: how brief reimmersion in their native country impacts migrants’ native language access

Alba Casado,  Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University， Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada

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

Agata Wolna, Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University

Jakub Szewczyk, Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University, Donders Institute for Brain, Cognition and Behaviour

Antonella Sorace,  School of Philosophy, Psychology, and Language Sciences, University of Edinburgh

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

Abstract The study explores how native language (L1) lexical access is affected by immersion in a second-language (L2) environment, and by short-term reimmersion in the L1 environment. We compared the L1 picture-naming performance of Polish–English bilinguals living in the UK (migrants) against that of bilinguals living in Poland (controls). Each group was tested twice: the migrants while in the UK (L2 immersion) and after visiting Poland (L1 reimmersion); the controls twice in their L1 environment. Contrary to our expectations, there was no main effect of group, thus suggesting that L2 immersion per se does not impact L1 lexical access. Nevertheless, migrants benefitted from L1 reimmersion by showing faster naming latencies for high-frequency words after a short visit to their home country, probably due to more opportunities to encounter these words. Overall, the study shows that the cognitive system is sensitive to the language environment by quickly adapting the activation level of lexical items.

Key words Bilingualism, L1 lexical access, 2 immersion, L1 reimmersion

Modulatory role of foreign language experience on the Moral Foreign Language Effect

Adam John Privitera, Centre for Research and Development in Learning, Nanyang Technological University， College of Liberal Arts, Wenzhou-Kean University

Shaohan Li,  College of Liberal Arts, Wenzhou-Kean University

Yu Zhou,  College of Liberal Arts, Wenzhou-Kean University

Mengqi Wang,  College of Liberal Arts, Wenzhou-Kean University

Abstract The Moral Foreign Language Effect (MFLE) is characterized by increased utilitarian decision-making when bilinguals respond to moral dilemmas in their foreign language. While previous research has given us a better understanding of this phenomenon, few studies have investigated how foreign language experience influences the MFLE. The present study investigated whether differences in foreign language proficiency, immersion, or dominance modulated the emergence of the MFLE. Mandarin–English bilingual young adults responded to a series of moral dilemmas in either their native or foreign language. Participants also provided ratings of permissibility and distress after reading each dilemma. We report a dilemma-specific MFLE that was modulated by differences in foreign language experience. Most significant was the observation that separable dimensions of foreign language experience interact when modulating the MFLE in a manner that is dilemma-specific. These findings emphasize the importance of considering differences in foreign language experience across multiple dimensions when investigating the MFLE.

Key words bilingualism, foreign language effect, moral decision-making, language proficiency, language dominance

 Mixed-language input and infant volubility: Friend or foe?

 Yufang Ruan,  School of Communication Sciences and Disorders, Faculty of Medicine and Health Sciences, McGill University， Centre for Research on Brain, Language and Music

Krista Byers-Heinlein,  Centre for Research on Brain, Language and Music， Department of Psychology, Concordia University， Centre for Research in Human Development, Concordia University

Adriel John Orena,  Department of Psychology, Concordia University

Linda Polka, School of Communication Sciences and Disorders, Faculty of Medicine and Health Sciences, McGill University， Centre for Research on Brain, Language and Music

Abstract Language mixing is a common feature of many bilingually-raised children's input. Yet how it is related to their language development remains an open question. The current study investigated mixed-language input indexed by observed (30-second segment) counts and proportions in day-long recordings as well as parent-reported scores, in relation to infant vocal activeness (i.e., volubility) when infants were 10 and 18 months old. Results suggested infants who received a higher score or proportion of mixed input in one-on-one social contexts were less voluble. However, within contexts involving language mixing, infants who heard more words were also the ones who produced more vocalizations. These divergent associations between mixed input and infant vocal development point for a need to better understand the causal factors that drive these associations.

Key words Language Mixing, Language input, Volubility, LENA, Bilingualism

The role of morphological configuration in language control during bilingual production and comprehension

Shuang Liu, Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University， Key Laboratory of Brain and Cognitive Neuroscience

Junjun Huang, Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University， Key Laboratory of Brain and Cognitive Neuroscience

John W. Schwieter, Language Acquisition, Multilingualism, and Cognition Laboratory / Bilingualism Matters @ Wilfrid Laurier University， Department of Linguistics and Languages, McMaster University

Huanhuan Liu, Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University， Key Laboratory of Brain and Cognitive Neuroscience

Abstract When bilinguals switch between their two languages, they often alternate between words whose formation rules in one language are different from the other (e.g., a noun-verb compound in one language may be a verb-noun compound in another language). In this study, we analyze behavioral performance and electrophysiological activity to examine the effects of morphological configuration on language control during production and comprehension. Chinese–English bilinguals completed a joint naming-listening task involving cued language switching. The findings showed differential effects of morphological configuration on language production and comprehension. In production, morphological configuration was processed sequentially, suggesting that bilingual production may be a combination of sequential processing and inhibition of morphological levels and language interference. In comprehension, however, bottom-up control processes appear to mask the influence of sequential processing on language switching. Together, these findings underscore differential functionalities of language control in speaking and listening.

Key words Language control, morphological configuration, sequential process, bilingual, ERP, language production, language comprehension

Language balance rather than age of acquisition: A study on the cross-linguistic gender congruency effect in Portuguese–German bilinguals

Ana Rita Sá-Leite,  Cognitive Processes & Behaviour Research Group, Department of Social Psychology, Basic Psychology, and Methodology, University of Santiago de Compostela， Institut für Romanische Sprachen und Literaturen

Cristina Flores, Center for Humanities, School of Arts and Humanities, University of Minho

Carina Eira, School of Arts and Humanities, University of Minho

Juan Haro, Department of Psychology, Research Center for Behavior Assessment (CRAMC), Universitat Rovira i Virgili

Montserrat Comesaña, Psycholinguistics Research LineCIPsi, School of Psychology, University of Minho, Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija

Abstract The cross-linguistic gender congruency effect (GCE; a facilitation on gender retrieval for translations of the same gender) is a robust phenomenon analysed almost exclusively with late bilinguals. However, it is important to ascertain whether it is modulated by age of acquisition (AoA) and language proficiency. We asked 64 early and late bilinguals of European Portuguese and German to do a forward and backward translation task. A measure of language balance was calculated through the DIALANG test. Analyses included this factor along with the gender congruency between translations, the target language, and the AoA of both languages, among others. Results showed a GCE for European Portuguese that was independent of the AoA and greater the higher the language imbalance. We propose that changes in proficiency in any of the languages create situations of dependency between them which allow cross-linguistic gender interaction to occur and effects to emerge depending on gender transparency.

Key words age of acquisition, bilingualism, language balance, gender congruency effect, grammatical gender, proficiency

Listening like a native: Unprofitable procedures need to be discarded

Laurence Bruggeman, The MARCS Institute for Brain, Behaviour and Development, Western Sydney University， ARC Centre of Excellence for the Dynamics of Language, Western Sydney University

Anne Cutler, The MARCS Institute for Brain, Behaviour and Development, Western Sydney University， ARC Centre of Excellence for the Dynamics of Language, Western Sydney University， Max Planck Institute for Psycholinguistics

Abstract Two languages, historically related, both have lexical stress, with word stress distinctions signalled in each by the same suprasegmental cues. In each language, words can overlap segmentally but differ in placement of primary versus secondary stress (OCtopus, ocTOber). However, secondary stress occurs more often in the words of one language, Dutch, than in the other, English, and largely because of this, Dutch listeners find it helpful to use suprasegmental stress cues when recognising spoken words. English listeners, in contrast, do not; indeed, Dutch listeners can outdo English listeners in correctly identifying the source words of English word fragments (oc-). Here we show that Dutch-native listeners who reside in an English-speaking environment and have become dominant in English, though still maintaining their use of these stress cues in their L1, ignore the same cues in their L2 English, performing as poorly in the fragment identification task as the L1 English do.

Key words lexical stress, suprasegmentals, bilingualism, emigrants, dominance

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

欢迎加入

今日小编：东东咚

  审     核：心得小蔓

转载&合作请联系