Effects of phonological feedback on the selection of syntax: Evidence from between-language syntactic priming

Research on word production in bilinguals has often shown an advantage for cognate words. According to some accounts, this cognate effect is caused by feedback from a level that represents information about phonemes (or graphemes) to a level concerned with the word. In order to investigate whether phonological feedback influences the selection of words and syntactic constructions in late bilinguals, we investigated syntactic priming between Dutch and English genitive constructions (e.g., the fork of the girl vs. the girl’s fork). The head nouns of prime and target constructions were always translation equivalents. Half of these were Dutch–English cognates with a large phonological overlap (e.g., vork–fork), the other half were non-cognates that had very few phonemes in common (e.g., eend–duck). Cognate status boosted between-language syntactic priming. Further analyses showed a continuous effect of phonological overlap for cognates and non-cognates, indicating that this boost was at least partly caused by feedback from the translation equivalents’ shared phonemes

The Role of Explicit Memory Across Second Language Syntactic Development : A Structural Priming Study

We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced with a letter series recall task presented between primes and targets. The high load condition would prevent explicit recall of primes during target production. Both groups primed more under low than high load. The effect of load was similar across groups, but exploratory analyses with proficiency as a continuous variable suggested that, with increasing proficiency, participants primed less under high load. We discuss how these findings support the idea that learners exploit explicit memory more during priming in early versus later stages of acquisition. Overall, this study showed that explicit memory influences syntactic processing across the L2 learning trajectory

Visual word recognition by bilinguals in a sentence context: Evidence for nonselective lexical access

Recent research on bilingualism has shown that lexical access in visual word recognition by bilinguals is not selective with respect to language. The present study investigated language-independent lexical access in bilinguals reading sentences, which constitutes a strong unilingual linguistic context. In the first experiment, Dutch-English bilinguals performing a L2 lexical decision task were faster to recognize identical and non-identical cognate words (e.g. banaan – banana) presented in isolation than control words. A second experiment replicated this effect when the same set of cognates was presented as the final words of low-constraint sentences. In a third experiment using eyetracking, we showed that early target reading time measures also yield cognate facilitation, but only for identical cognates. These results suggest that a sentence context may influence, but does not nullify, cross-lingual lexical interactions during early visual word recognition by bilinguals

The impact of early bilingualism on controlling a language learned late: an ERP study

This study asks whether early bilingual speakers who have already developed a language control mechanism to handle two languages control a dominant and a late acquired language in the same way as late bilingual speakers. We therefore, compared event-related potentials in a language switching task in two groups of participants switching between a dominant (L1) and a weak late acquired language (L3). Early bilingual late learners of an L3 showed a different ERP pattern (larger N2 mean amplitude) as late bilingual late learners of an L3. Even though the relative strength of languages was similar in both groups (a dominant and a weak late acquired language), they controlled their language output in a different manner. Moreover, the N2 was similar in two groups of early bilinguals tested in languages of different strength. We conclude that early bilingual learners of an L3 do not control languages in the same way as late bilingual L3 learners -who have not achieved native-like proficiency in their L2- do. This difference might explain some of the advantages early bilinguals have when learning new languages

Effects of acute hypoglycemia on working memory and language processing in adults with and without type 1 diabetes

OBJECTIVE To examine the effects of hypoglycemia on language processing in adults with and without type 1 diabetes. RESEARCH DESIGN AND METHODS Forty adults were studied (20 with type 1 diabetes and 20 healthy volunteers) using a hyperinsulinemic glucose clamp to lower blood glucose to 2.5 mmol/L (45 mg/dL) (for 60 min, or to maintain blood glucose at 4.5 mmol/L (81 mg/dL) (euglycemia), on separate occasions. Language tests were applied to assess the effects of hypoglycemia on the relationship between working memory and language (reading span), grammatical decoding (self-paced reading), and grammatical encoding (subject-verb agreement). RESULTS Hypoglycemia caused a significant deterioration in reading span (P < 0.001; eta(2) = 0.37; Cohen d = 0.65) and a fall in correct responses (P = 0.005; eta(2) = 0.19; Cohen d = 0.41). On the self-paced reading test, the reading time for the first sentence fragment increased during hypoglycemia (P = 0.039; eta(2) = 0.11; Cohen d = 0.25). For the reading of the next fragment, hypoglycemia affected the healthy volunteer groupmore than the adults with type 1 diabetes (P = 0.03; eta(2) = 0.12; Cohen d = 0.25). However, hypoglycemia did not significantly affect the number of errors in sentence comprehension or the time taken to answer questions. Hypoglycemia caused a deterioration of subject-verb agreement (correct responses: P = 0.011; eta(2) = 0.159; Cohen d = 0.31). CONCLUSIONS Hypoglycemia caused a significant deterioration in reading span and in the accuracy of subject-verb agreement, both of which are practical aspects of language involved in its everyday use. Language processing is therefore impaired during moderate hypoglycemia

Why Um Helps Auditory Word Recognition: The Temporal Delay Hypothesis

Several studies suggest that speech understanding can sometimes benefit from the presence of filled pauses (uh, um, and the like), and that words following such filled pauses are recognised more quickly. Three experiments examined whether this is because filled pauses serve to delay the onset of upcoming words and these delays facilitate auditory word recognition, or whether the fillers themselves serve to signal upcoming delays in a way which informs listeners' reactions. Participants viewed pairs of images on a computer screen, and followed recorded instructions to press buttons corresponding to either an easy (unmanipulated, with a high-frequency name) or a difficult (visually blurred, low-frequency) image. In all three experiments, participants were faster to respond to easy images. In 50% of trials in each experiment, the name of the image was directly preceded by a delay; in the remaining trials an equivalent delay was included earlier in the instruction. Participants were quicker to respond when a name was directly preceded by a delay, regardless of whether this delay was filled with a spoken um, was silent, or contained an artificial tone. This effect did not interact with the effect of image difficulty, nor did it change over the course of each experiment. Taken together, our consistent finding that delays of any kind help word recognition indicates that natural delays such as fillers need not be seen as ‘signals’ to explain the benefits they have to listeners' ability to recognise and respond to the words which follow them

Constraints on variation, reduplication of semantics, and degrees of freedom : some notes on the computational account of code mixing

Goldrick, Putnam and Schwarz (2016) propose a very explicit account of code mixing, which nicely draws implications from the well-established findings of coactivation during bilingual language production, and that code mixing is constrained by grammatical principles. This precise characterization will undoubtedly serve as a useful basis for further research on code mixing, second language sentence production, and syntactic learning. However, there are three issues with the account that require further elaboration