Voluntary language switching in English–Spanish bilingual children

Although bilingual children frequently switch between languages, the psycholinguistic mechanisms underlying the emerging ability to control language choice are unknown. We examined the mechanisms of voluntary language switching in English–Spanish bilingual children during a picture-naming task under two conditions: (1) single-language naming in English and in Spanish; (2) either-language naming, when the children could use whichever language they wanted. The mechanism of inhibitory control was examined by analysing local switching costs and global mixing costs. The mechanism of lexical accessibility was examined by analysing the properties of the items children chose to name in their non-dominant language. The children exhibited significant switching costs across both languages and asymmetrical mixing costs; they also switched into their non-dominant language most frequently on highly accessible items. These findings suggest that both lexical accessibility and inhibition contribute to language choice during voluntary language switching in children.     

Native language influence on the distributive effect in producing second language subject–verb agreement

Three experiments were conducted to investigate the distributive effect when producing subject–verb agreement in English as a second language (L2) when the participant's first language either does or does not require subject–verb agreement. Both Chinese–English and Uygur–English bilinguals were included in Experiment 1. Chinese has no required subject–verb agreement, whereas Uygur does. Results showed that the distributive effect was observed in Uygur–English bilinguals but not in Chinese–English bilinguals, indicating that this particular first language (L1) syntactic feature is one significant factor affecting the distributive effect in the production of subject–verb agreement in L2. Experiment 2 further investigated the matter by choosing Chinese–English participants with higher L2 proficiency. Still, no distributive effect was observed, suggesting that the absence of distributive effect in Chinese–English bilinguals in Experiment 1 was not due to low proficiency in the target language. Experiment 3 changed the way the stimuli were presented, highlighting the singular or distributive nature of the subject noun phrases, and the distributive effect was observed in Chinese–English bilinguals. Altogether, the results show that the L1 syntactic feature of subject–verb agreement is one significant factor affecting the distributive effect in the production of subject–verb agreement in L2. More specifically, distributive effects rarely occur in L2 when L1 has no requirement on subject–verb agreement, whereas distributive effects are more likely to occur in L2 when the L1 also has required subject–verb agreement.     

Better early or late? Examining the influence of age of exposure and language proficiency on executive function in early and late bilinguals

Previous research has shown that early and late bilinguals differ in their language learning experiences and linguistic outcomes. However, evidence of differences between these bilinguals on measures of executive function (EF) has been mixed. As a result, the current study sought to (1) determine whether early and late bilinguals vary from one another and (2) exhibit cognitive advantages in EF relative to monolinguals. One hundred and five participants (42 monolinguals, 40 early bilinguals and 23 late bilinguals) completed the study. Participants' EF skills were assessed using the Auditorily Cued Number Numeral Task. Overall, the results did not reveal clear advantages for the early bilinguals compared to the two other groups. In fact, early bilinguals and monolinguals were equivalent in their performance on the EF task, whereas the late bilinguals were less accurate, relative to the other two groups. The differences in the performance of early and late bilinguals are discussed in terms of the competition model of second-language learning proposed in previous research. Taken together, these findings indicate that individual differences in EF influence the observed differences found in EF across language groups.     

The automatic activation of emotion words measured using the emotional face-word Stroop task in late Chinese–English bilinguals

In the current study, late Chinese–English bilinguals performed a facial expression identification task with emotion words in the task-irrelevant dimension, in either their first language (L1) or second language (L2). The investigation examined the automatic access of the emotional content in words appearing in more than one language. Significant congruency effects were present for both L1 and L2 emotion word processing. Furthermore, the magnitude of emotional face-word Stroop effect in the L1 task was greater as compared to the L2 task, indicating that in L1 participants could access the emotional information in words in a more reliable manner. In summary, these findings provide more support for the automatic access of emotional information in words in the bilinguals’ two languages as well as attenuated emotionality of L2 processing.     

Interoperation transfer in Chinese–English bilinguals’ arithmetic

We examined interoperation transfer of practice in adult Chinese-English bilinguals' memory for simple multiplication (6 × 8 = 48) and addition (6 + 8 = 14) facts. The purpose was to determine whether they possessed distinct number-fact representations in both Chinese (L1) and English (L2). Participants repeatedly practiced multiplication problems (e.g., 4 × 5 = ?), answering a subset in L1 and another subset in L2. Then separate groups answered corresponding addition problems (4 + 5 = ?) and control addition problems in either L1 (N = 24) or L2 (N = 24). The results demonstrated language-specific negative transfer of multiplication practice to corresponding addition problems. Specifically, large simple addition problems (sum > 10) presented a significant response time cost (i.e., retrieval-induced forgetting) after their multiplication counterparts were practiced in the same language, relative to practice in the other language. The results indicate that our Chinese-English bilinguals had multiplication and addition facts represented in distinct language-specific memory stores.     

When do false memories cross language boundaries in English—Spanish bilinguals?

To determine whether false memories cross language boundaries, we presented English-Spanish bilinguals with conceptually related word lists for five study-test trials. Some lists were heard in English, some in Spanish, and they were then followed by a recognition memory test composed of studied words, conceptually related nonstudied critical words, and unrelated words presented in the same language used at study or in a different language. Even though participants were instructed to recognize only previously heard words, they falsely recognized both same-language and different-language critical words. With practice, participants increased their accurate recognition of list words and decreased their false recognition of critical words when the study-test language was the same, and they decreased their false recognition of list words and critical words when the language differed. False memories can cross language boundaries when participants rely on conceptual representations from the word lists, but these errors decrease over trials as participants increasingly rely on language-specific lexical representations.     

Markedness effects in Norwegian–English bilinguals: Task-dependent use of language-specific letters and bigrams

This study investigates how bilinguals use sublexical language membership information to speed up their word recognition process in different task situations. Norwegian–English bilinguals performed a Norwegian–English language decision task, a mixed English lexical decision task, or a mixed Norwegian lexical decision task. The mixed lexical decision experiments included words from the nontarget language that required a “no” response. The language specificity of the Bokmål (a Norwegian written norm) and English (non)words was varied by including language-specific letters (“smør”, “hawk”) or bigrams (“dusj”, “veal”). Bilinguals were found to use both types of sublexical markedness to facilitate their decisions, language-specific letters leading to larger effects than language-specific bigrams. A cross-experimental comparison indicates that the use of sublexical language information was strategically dependent on the task at hand and that decisions were based on language membership information derived directly from sublexical (bigram) stimulus characteristics instead of indirectly via their lexical representations. Available models for bilingual word recognition fail to handle the observed marker effects, because all consider language membership as a lexical property only.     

The influence of environmental context in interpersonal observation–execution

Cyclical upper-limb movements involuntarily deviate from a primary movement direction when the actor concurrently observes incongruent biological motion. We examined whether environmental context influences such motor interference during interpersonal observation–execution. Participants executed continuous horizontal arm movements while observing congruent horizontal or incongruent curvilinear biological movements with or without the presence of an object positioned as an obstacle or distractor. When participants were observing a curvilinear movement, an object located within the movement space became an obstacle, and, thus, the curvilinear trajectory was essential to reach into horizontal space. When acting as a distractor, or with no object, the curvilinear trajectory was no longer essential. For observing horizontal movements, objects were located at the same relative locations as in the curvilinear movement condition. We found greater involuntary movement deviation when observing curvilinear than horizontal movements. Also, there was an influence of context only when observing horizontal movements, with greater deviation exhibited in the presence of a large obstacle. These findings suggest that the influence of environmental context is underpinned by the (mis-)matching of observed and executed actions as incongruent biological motion is primarily coded via bottom-up sensorimotor processes, whilst the congruent condition incorporates surrounding environmental features to modulate the bottom-up sensorimotor processes.     

The influence of approach–avoidance motivational orientation on conflict adaptation

To deal effectively with a continuously changing environment, our cognitive system adaptively regulates resource allocation. Earlier findings showed that an avoidance orientation (induced by arm extension), relative to an approach orientation (induced by arm flexion), enhanced sustained cognitive control. In avoidance conditions, performance on a cognitive control task was enhanced, as indicated by a reduced congruency effect, relative to approach conditions. Extending these findings, in the present behavioral studies we investigated dynamic adaptations in cognitive control—that is, conflict adaptation. We proposed that an avoidance state recruits more resources in response to conflicting signals, and thereby increases conflict adaptation. Conversely, in an approach state, conflict processing diminishes, which consequently weakens conflict adaptation. As predicted, approach versus avoidance arm movements affected both behavioral congruency effects and conflict adaptation: As compared to approach, avoidance movements elicited reduced congruency effects and increased conflict adaptation. These results are discussed in line with a possible underlying neuropsychological model.     

Syntactic awareness in young monolingual and bilingual (Urdu–English) children

In two experiments, bilingual (Urdu and English) 5- and 6-year-old children outperformed their monolingual (English) peers when asked to detect grammatically incorrect sentences on a syntactic awareness test. This result occurred when children were tested in English (Experiment 1) and when they were tested in English or in Urdu (Experiment 2). Bilingual children aged 3 and 4 were better at detecting grammatically incorrect sentences than their monolingual peers, but only when tested in Urdu. However, no significant differences appeared in monolingual and bilingual children's ability to detect grammatically correct sentences, suggesting that both grammatically correct and incorrect sentences should be used to obtain an accurate measure of syntactic awareness. The issue of whether it is bilingualism or the properties of a language that affect syntactic awareness is considered.     

Similarity between French and English words—a factor to be considered in bilingual language behavior?

Some French and English translation equivalents are similar in form and meaning (e.g., carotte and carrot), while others are dissimilar in form (e.g., drapeau and flag). In continued-word association to the two types of key words, French-English bilinguals produced different patterns of responses. More response words to the similar than to the dissimilar key words tended to be translation equivalents between the two languages. This finding sheds some lights on how bilinguals organize words in their memory.The present experiment is a part of a project on the word similarity factor in bilingualism. The entire project is supported by Canada Council Grant No. 70-0914.     

Wittgenstein’s influence on Austin’s philosophy of language

Many philosophers have assumed, without argument, that Wittgenstein influenced Austin. More often, however, this is vehemently denied, especially by those who knew Austin personally. We compile and assess the currently available evidence for Wittgenstein’s influence on Austin’s philosophy of language. Surprisingly, this has not been done before in any detail. On the basis of both textual and circumstantial evidence we show that Austin’s work demonstrates substantial engagement with Wittgenstein’s later philosophy. In particular, Austin’s 1940 paper, ‘The Meaning of a Word’, should be construed as a direct response to and development of ideas he encountered in Wittgenstein’s Blue Book. Moreover, we argue that Austin’s mature speech-act theory in How to Do Things with Words was also significantly influenced by Wittgenstein.     

Two languages, two personalities? Examining language effects on the expression of personality in a bilingual context

The issue of whether personality changes as a function of language is controversial. The present research tested the cultural accommodation hypothesis by examining the impact of language use on personality as perceived by the self and by others. In Study 1, Hong Kong Chinese-English bilinguals responded to personality inventories in Chinese or English on perceived traits for themselves, typical native speakers of Chinese, and typical native speakers of English. Study 2 adopted a repeated measures design and collected data at three time points from written measures and actual conversations to examine whether bilinguals exhibited different patterns of personality, each associated with one of their two languages and the ethnicity of their interlocutors. Self-reports and behavioral observations confirmed the effects of perceived cultural norms, language priming, and interlocutor ethnicity on various personality dimensions. It is suggested that use of a second language accesses the perceived cultural norms of the group most associated with that language, especially its prototypic trait profiles, thus activating behavioral expressions of personality that are appropriate in the corresponding linguistic-social context.     

Language dominance in translation priming: Evidence from balanced and unbalanced Chinese–English bilinguals

It is well established in the masked translation priming literature that the priming effect is sensitive to language direction with noncognates—namely, the priming effect is consistently observed from first language (L1) to second language (L2), but not always from L2 to L1. Several recent reports demonstrated both L1–L2 and L2–L1 priming and attributed the restoration of L2–L1 priming to high proficiency in L2. Here, the current study tested two groups of highly proficient Chinese–English bilinguals, with one group more dominant in English and the other more balanced in both languages. The L2–L1 priming effect was only observed with the balanced bilinguals, but not the English-dominant ones. Based on these results, I argue that the language proficiency account is not sufficient to explain the priming asymmetry and that the relative bilingual balance is a more accurate account. Theoretically, the cross-language balance is determined by the representational difference between L1 and L2 at the semantic level. I discuss the results in relation to various bilingual models, in particular, the sense model and the distributional representational model (DRM), which capture the semantic representations of bilinguals.     

The influence of the number of toys in the environment on toddlers’ play

We tested the hypothesis that an environment with fewer toys will lead to higher quality of play for toddlers. Each participant (n = 36) engaged in supervised, individual free play sessions under two conditions: Four Toy and Sixteen Toy. With fewer toys, participants had fewer incidences of toy play, longer durations of toy play, and played with toys in a greater variety of ways (Z = −4.448, p < 0.001, r = −0.524; Z = 2.828, p = 0.005, r = 0.333; and Z = 4.676, p < 0.001, r = 0.55, respectively). This suggests that when provided with fewer toys in the environment, toddlers engage in longer periods of play with a single toy, allowing better focus to explore and play more creatively. This can be offered as a recommendation in many natural environments to support children’s development and promote healthy play.     

Usage frequencies of complement-taking verbs in Spanish and English: Data from Spanish monolinguals and Spanish—English bilinguals

Verb bias, or the tendency of a verb to appear with a certain type of complement, has been employed in psycholinguistic literature as a tool to test competing models of sentence processing. To date, the vast majority of sentence processing research involving verb bias has been conducted almost exclusively with monolingual speakers, and predominantly with monolingual English speakers, despite the fact that most of the world’s population is bilingual. To test the generality of competing theories of sentence comprehension, it is important to conduct cross-linguistic studies of sentence processing and to add bilingual data to theories of sentence comprehension. Given this, it is critical for the field to develop verb bias estimates from monolingual speakers of languages other than English and from bilingual populations. We begin to address these issues in two norming studies. Study 1 provides verb bias norming data for 135 Spanish verbs. A second aim of Study 1 was to determine whether verb bias estimates remain stable over time. In Study 2, we asked whether Spanish—English speakers are able to learn verb-specific information, such as verb bias, in their second language. The answer to this question is critical to conducting studies that examine when, during the course of sentence comprehension, bilingual speakers exploit verb information specific to the second language. To facilitate cross-linguistic work, we compared our verb bias results with those provided by monolingual English speakers in a previous norming study conducted by Garnsey, Lotocky, Pearlmutter, and Myers (1997). Our Spanish data demonstrated that individual verbs showed significant similarities in their verb bias across the 3 years of data collection. We also show that bilinguals are able to learn the biases of verbs in their second language, even when immersed in the first language environment. Appendixes A–C, containing the bilingual norms discussed in the article, may be downloaded from http://brm.psychonomic-journals.org/content/supplemental.     

The representation of “false cognates” in the bilingual lexicon

The results of repetition priming studies with homographs such asbank suggest that semantic constraints restrict priming to the specific meaning invoked during the study phase. Cross-language priming studies with “false cognates” (words with similar form but unrelated meanings) suggest that form similarity may be sufficient to support repetition priming, and they do not therefore support this claim. The relevant studies have used language cues (e.g., seeing the word ESTATE in the context of other Italian words) as distinct from semantic cues (e.g.,inverno—estate) to constrain meaning, however, so that interpretation is correspondingly uncertain. The experiment described in this paper was designed to answer this question: Does sequential exposure to the English word pairmanor—estate during the study phase facilitate lexical decision to the second of these words during sequential exposure to the Italian word pairinverno—estate (i.e., winter-summer) during the test phase of the experiment? In the experiment reported below, interpretation of false cognates was constrained by meaning rather than language, and cross-language repetition priming was eliminated for false cognates. The results suggest that lexical representation in bilinguals is organized along morphological lines rather than by language.     

The influence of the response–stimulus interval on implicit and explicit learning of stimulus sequence

Three experiments investigated the influence of the response-stimulus interval (RSI) on implicit and explicit learning of stimulus sequences. Participants responded to numerals presented in predetermined positions with alternating long and short RSIs. Half of the participants were instructed explicitly to learn the position sequence. In the transfer phase of Experiments 1 and 2, changing RSI patterns reduced the expression of incidental and intentional learning of position sequence. In Experiment 3 the position sequence was transformed, except that sub-sequences demarcated by long RSIs remained unchanged; this greatly reduced the expression of intentional learning, and slightly reduced that of incidental learning. These results indicate that in implicit learning, stimulus sequences are learned under the constraints of RSIs, whereas in explicit learning, learning independent of RSIs, as well as learning constrained by RSIs, occurs.