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Bilingualism: Language and Cognition最新文献

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Ready, steady, switch! Limited evidence for the role of executive functions in bilingual language control in children 准备，稳住，切换！执行功能在儿童双语语言控制中的作用证据有限
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-26 DOI: 10.1017/s1366728924000853
Elisabet García González, Jussi Jylkkä, Minna Lehtonen
{"title":"Ready, steady, switch! Limited evidence for the role of executive functions in bilingual language control in children","authors":"Elisabet García González, Jussi Jylkkä, Minna Lehtonen","doi":"10.1017/s1366728924000853","DOIUrl":"https://doi.org/10.1017/s1366728924000853","url":null,"abstract":"We investigated the extent to which executive functions (EFs) are recruited in language switching in children in a cued picture-naming (CN) task. We expected to find associations between CN and EF tasks measuring inhibitory control and shifting. Another goal was to compare parent-reported children’s everyday language control ability at home with their switching ability in the CN task and EF performance. The participants were mostly 5–7-year-old Norwegian–Spanish and Finnish–Swedish-speaking children (<jats:italic>N</jats:italic> = 45). The analysis was preregistered. Unexpectedly, the primary accuracy analysis showed positive associations between CN switching costs and EF performance in only one of the EF tests, flanker, and CN mixing costs were predicted only by the color-shape switch costs. Children’s everyday language control ability did not show consistent significant associations with lab measures. Our study provides weak evidence for the view that EFs are engaged in language control when children have some years of bilingual experience.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"133 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Self-regulated learning strategies in L1 and L2 reading 母语和二语阅读中的自我调节学习策略
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-20 DOI: 10.1017/s1366728924000683
Marta Reyes, M. Julia Morales, M. Teresa Bajo
{"title":"Self-regulated learning strategies in L1 and L2 reading","authors":"Marta Reyes, M. Julia Morales, M. Teresa Bajo","doi":"10.1017/s1366728924000683","DOIUrl":"https://doi.org/10.1017/s1366728924000683","url":null,"abstract":"English as a second language (L2) has become the medium of instruction in numerous contexts even though many people may have difficulties to read and study in L2. According to the self-regulated framework, metacognitive strategies are essential to achieve successful learning, but they are resource-consuming and their use might be compromised in demanding contexts such as learning in L2. In Experiment 1, nonbalanced bilinguals read high- and low-cohesion texts in L1 and L2 and self-rated their learning using a <jats:italic>judgment of learning</jats:italic> (JOL). Then, they answered open-ended questions and responded a customized questionnaire regarding their strategies. In Experiment 2, we introduced two bilingual groups varying in L2 proficiency. Overall, participants could adjust their JOLs and detect the difficulty of the texts correctly in L1 and L2. However, results evidenced some nuances in learning strategies related to L2 proficiency. We discuss these findings within the context of the self-regulated learning.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"52 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The age of acquisition effect of L2 word is dependent on or independent of L1 word age of acquisition? Evidences from learning of L2 pseudowords L2 词语的习得年龄效应取决于 L1 词语的习得年龄还是独立于 L1 词语的习得年龄？学习 L2 假词的证据
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-16 DOI: 10.1017/s1366728924000713
Jue Wang, Baoguo Chen
{"title":"The age of acquisition effect of L2 word is dependent on or independent of L1 word age of acquisition? Evidences from learning of L2 pseudowords","authors":"Jue Wang, Baoguo Chen","doi":"10.1017/s1366728924000713","DOIUrl":"https://doi.org/10.1017/s1366728924000713","url":null,"abstract":"The study explored the origin of the age of acquisition (AoA) effect in second language (L2) using ERPs technique. We simulated L2 AoA by manipulating the order at which English pseudowords entered into training. Chinese-English bilinguals (mean age 22.04, range 18–28) learned English pseudowords matched with Chinese (L1) words, investigating the order of acquisition (OoA) effect of English pseudowords and its relationship with the matched L1 words’ AoA. OoA effects were observed in lexical decision, naming and semantic judgment tasks on N170, P200 and N400. Furthermore, OoA effects were modulated by L1 AoA in the semantic judgment task. These results suggested that OoA effects were independent at orthographic and phonological levels but modulated by L1 AoA at the semantic level. The interpretation of L2 AoA effects requires not only the integration of Semantic and Arbitrary Mapping Hypotheses, as well as consideration of the representation and activation characteristics of L2 words.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"20 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142825051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Can learning a new language make you better at maths? A meta-analysis of foreign language learning and numeracy skills during early adolescence 学习一门新语言能提高数学成绩吗？对青春期早期外语学习和计算能力的荟萃分析
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-16 DOI: 10.1017/s1366728924000701
Alejandra Nucette, Takeshi Hamamura, Suze Leitao, Britta Biedermann
{"title":"Can learning a new language make you better at maths? A meta-analysis of foreign language learning and numeracy skills during early adolescence","authors":"Alejandra Nucette, Takeshi Hamamura, Suze Leitao, Britta Biedermann","doi":"10.1017/s1366728924000701","DOIUrl":"https://doi.org/10.1017/s1366728924000701","url":null,"abstract":"<p>This systematic review and meta-analysis explore the correlation between foreign language instruction and mathematical skills in young adolescents, highlighting the significance of high school mathematical education and the adaptability of the adolescent brain. Focused on students starting second language programs between ages 8 and 13, following PRISMA guidelines, this review included 25 studies (1978–2020) with 785,552 participants. Using a random-effects model, the overall effect size revealed a statistically significant relationship between our variables, indicating a threefold higher likelihood of passing or achieving higher grades in mathematical tests for language-learning students. Moderating variables analyses identified socioeconomic status (SES) and intervention length as influencers of observed heterogeneity, with SES being the primary factor. Sensitivity analyses, including adding potentially missing studies and removing outliers, confirmed the robustness of the overall effect. Nonetheless, additional research is needed to enhance global diversity and comprehensively understand the interplay between language learning and cognitive function.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"41 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142825059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using word order cues to predict verb class in L2 Spanish 利用词序线索预测第二语言西班牙语中的动词类别
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-16 DOI: 10.1017/s1366728924000956
Russell Simonsen, Dustin A. Chacón
{"title":"Using word order cues to predict verb class in L2 Spanish","authors":"Russell Simonsen, Dustin A. Chacón","doi":"10.1017/s1366728924000956","DOIUrl":"https://doi.org/10.1017/s1366728924000956","url":null,"abstract":"<p>Prediction is a crucial mechanism of language comprehension. Our research question asked whether learners of Spanish were capable of using word order cues to predict the semantic class of the upcoming verb, and how this ability develops with proficiency. To answer this question, we conducted a self-paced reading study with three L2 Spanish groups at different proficiency levels and one native control group. Among the advanced L2 learners and native speakers, we found that reading times increased after the verb appeared in a word order not strongly associated with its semantic class. Because the only cue to the sentences’ word order was the presence or absence of the object marker <span>a</span> before the first noun, we suggest that these groups use this morphosyntactic cue to anticipate the semantic class of the upcoming verb. However, this pattern of processing behavior was not detected in our less experienced L2 groups.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"17 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142825098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Agreement and reflexives in non-native sentence processing 非母语句子加工中的一致与反身
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-13 DOI: 10.1017/s136672892400049x
Shatha Alaskar, Ian Cunnings
{"title":"Agreement and reflexives in non-native sentence processing","authors":"Shatha Alaskar, Ian Cunnings","doi":"10.1017/s136672892400049x","DOIUrl":"https://doi.org/10.1017/s136672892400049x","url":null,"abstract":"<p>How native (L1) and non-native (L2) readers utilise syntactic constraints on linguistic dependency resolution during language comprehension is debated, with previous research yielding mixed findings. To address this discrepancy, we report two large-scale studies, using self-paced reading and grammaticality judgements, investigating subject-verb agreement and reflexives in L1 English speakers and Arabic learners of L2 English. We manipulated sentence grammaticality and the properties of ‘distractor’ constituents (The key(s) to the cabinet(s) were rusty) in two studies testing number in agreement and gender/number in reflexives. Study 1 showed that L2ers’ performance largely patterned with L1ers’. Although grammaticality effects were smaller for agreement in L2ers than in L1ers, proficiency modulated L2 performance. Study 2 revealed no significant between-group differences. Contrasting some L1 studies, significant distractor effects were only detected for reflexives in Study 1. Together, these results imply that L2ers compute syntactic dependencies similarly to L1ers, and potential differences might be driven by L2 proficiency.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"50 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142816080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Is switching more costly in cued than voluntary language switching? Evidence from behaviour and electrophysiology 语言转换是否比自愿语言转换成本更高？来自行为和电生理学的证据
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-13 DOI: 10.1017/s1366728924000452
Nora Kennis, Xiaochen Y. Zheng, Angela de Bruin, Vitória Piai
{"title":"Is switching more costly in cued than voluntary language switching? Evidence from behaviour and electrophysiology","authors":"Nora Kennis, Xiaochen Y. Zheng, Angela de Bruin, Vitória Piai","doi":"10.1017/s1366728924000452","DOIUrl":"https://doi.org/10.1017/s1366728924000452","url":null,"abstract":"<p>Multilingual language control is commonly investigated using picture-naming paradigms with explicit instructions when to switch between languages. In daily life, language switching also occurs without external cues. Cued language-switching tasks usually show a switch cost (i.e., slower responses on switch than non-switch trials). Findings of switch costs in response times are mixed for voluntary language switching. This pre-registered study uses a bilingual picture-naming paradigm to compare voluntary and cued language switching in 25 highly proficient Dutch-English bilinguals using EEG. We analysed the N2 ERP component and midfrontal theta oscillations, two common electrophysiological markers of cognitive control in task and language switching. We observed significantly smaller behavioural switch costs in the voluntary task. This suggests that voluntary language switching is less effortful than switching based on external cues. However, we found no electrophysiological switch effects in either task. We discuss factors which may contribute to the inconsistency between behavioural and electrophysiological findings.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"7 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142816084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Time course of indirect reply processing in native and non-native Mandarin speakers: An ERP study 汉语母语和非母语者间接回答加工的时间过程：ERP研究
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-13 DOI: 10.1017/s1366728924000695
Xiuping Zhang, Xiaoxi Pan, Yizhu Wang, Maoyao Xu, Adam John Privitera
{"title":"Time course of indirect reply processing in native and non-native Mandarin speakers: An ERP study","authors":"Xiuping Zhang, Xiaoxi Pan, Yizhu Wang, Maoyao Xu, Adam John Privitera","doi":"10.1017/s1366728924000695","DOIUrl":"https://doi.org/10.1017/s1366728924000695","url":null,"abstract":"<p>To communicate successfully, listeners must decode both the literal and intended meanings of a speaker’s message. This ability is especially crucial when processing indirect replies as intended meanings can differ significantly from what was said. How native and non-native speakers differ in this ability is an open question. The present study investigated differences in the time course of indirect reply processing in native and non-native Mandarin speakers. EEG signals were recorded while participants were presented with conversations that differed in their directness. For indirect replies, native speakers exhibited a larger left anterior N400 and posterior late positive component (LPC). Conversely, non-native speakers exhibited a larger left-distributed LPC and delayed LPC. Findings support that non-native speakers exhibit delayed processing of indirect replies, potentially because of cognitive resource limitations. Findings from the present study have implications for a broad range of investigations on human communication and second language processing.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"30 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142816086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Toward explaining variability in heritage varieties: Systematic patterns of differential object marking in adult heritage speakers of Spanish 向解释遗产品种的可变性：西班牙语成年遗产使用者的差异对象标记的系统模式
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-13 DOI: 10.1017/s1366728924000555
M. Cole Callen
{"title":"Toward explaining variability in heritage varieties: Systematic patterns of differential object marking in adult heritage speakers of Spanish","authors":"M. Cole Callen","doi":"10.1017/s1366728924000555","DOIUrl":"https://doi.org/10.1017/s1366728924000555","url":null,"abstract":"<p>Recent approaches to heritage languages have sought to identify explanations for variability in heritage grammars. The present study explores variable patterns of Spanish differential object marking (DOM) in 40 heritage Spanish speakers (HSs) from the United States and 28 Spanish-dominant bilingual speakers (SDSs) from Mexico. Participants completed a picture description task including human, animal and inanimate direct objects. Both groups exhibited patterns of DOM following the Animacy Scale. However, HSs showed lower DOM rates and greater individual variability with human referents compared to SDSs, even when individual differences in language dominance were considered. Conversely, SDSs produced lower rates of DOM with inanimate objects than HSs. DOM use was constrained by verb-specific animacy biases across animacy conditions and speaker groups. These findings reveal that Spanish HSs maintain baseline-like variable patterns of DOM. Moreover, HSs may advance language change in predictable directions based on patterns of variation present in the baseline variety.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"41 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142816087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bilingual education enhances creative fluency and flexibility over the first year of primary school 双语教育在小学一年级提高创造性的流畅性和灵活性
IF 3.6 1区 文学
Bilingualism: Language and Cognition Pub Date : 2024-12-13 DOI: 10.1017/s1366728924000579
Valeria Agostini, Ian A. Apperly, Andrea Krott
{"title":"Bilingual education enhances creative fluency and flexibility over the first year of primary school","authors":"Valeria Agostini, Ian A. Apperly, Andrea Krott","doi":"10.1017/s1366728924000579","DOIUrl":"https://doi.org/10.1017/s1366728924000579","url":null,"abstract":"<p>Can exposure to a foreign language in the first year of school enhance divergent thinking skills? Ninety-nine monolingual children from predominantly White neighbourhoods (<span>M</span><span>Age</span> = 57.7 months, SD 1.2; 47 girls) attending bilingual schools, schools with weekly foreign language lessons, or schools without a foreign language provision (= controls) completed divergent thinking and executive function tasks at the beginning of the school year and 24 weeks later. The groups did not differ on creativity measures at the beginning of the school year. Only bilingual school children and weekly language learners improved divergent thinking at the second testing point, with the former significantly outperforming controls on creative fluency and flexibility. Improvements could not be explained by executive function development. Therefore, a considerable amount of exposure to a foreign language in early formal education appears to boost creative thinking.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142816081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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