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Skoe E, García-Sierra A, Ramírez-Esparza N, Jiang S. Automatic sound encoding is sensitive to language familiarity: Evidence from English monolinguals and Spanish-English bilinguals. Neurosci Lett 2022; 777:136582. [DOI: 10.1016/j.neulet.2022.136582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2021] [Revised: 03/16/2022] [Accepted: 03/17/2022] [Indexed: 11/30/2022]
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Modeling Heritage Language Phonetics and Phonology: Toward an Integrated Multilingual Sound System. LANGUAGES 2021. [DOI: 10.3390/languages6040209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Although heritage language phonology is often argued to be fairly stable, heritage language speakers often sound noticeably different from both monolinguals and second-language learners. In order to model these types of asymmetries, I propose a theoretical framework—an integrated multilingual sound system—based on modular representations of an integrated set of phonological contrasts. An examination of general findings in laryngeal (voicing, aspiration, etc.) phonetics and phonology for heritage languages shows that procedures for pronouncing phonemes are variable and plastic, even if abstract may representations remain stable. Furthermore, an integrated multilingual sound system predicts that use of one language may require a subset of the available representations, which illuminates the mechanisms that underlie phonological transfer, attrition, and acquisition.
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An analysis of the perception of stop consonants in bilinguals and monolinguals in different phonetic contexts: A range-based language cueing approach. Atten Percept Psychophys 2021; 83:1878-1896. [PMID: 33398659 DOI: 10.3758/s13414-020-02183-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/16/2020] [Indexed: 11/08/2022]
Abstract
Bilinguals' observed perceptual shift across language contexts for shared acoustic properties between their languages supports the idea that bilinguals, but not monolinguals, develop two phonemic representations for the same acoustic property. This phenomenon is known as the double phonemic boundary. This investigation replicated previous findings of bilinguals' double phonemic boundary across a series of go/no-go tasks while controlling for known confounding effects in speech perception (i.e., contrast effects) and differences in resource allocation between bilinguals and monolinguals (i.e., left-hand or right-hand response). Using a range-base language cueing approach, we designed 2 experiments. The first experiment tested whether a voice onset time (VOT) range representative of either Spanish or English phonetic categories can cue bilinguals, but not monolinguals, to use language-specific perceptual routines. The second experiment tested a VOT range with a mixture of Spanish and English phonetic categories to determine whether directing attention to a specific phonetic category can disambiguate the competition of the nonattended category. The results for Experiment 1 showed that bilinguals can rely on the distributional patterns of their native phonetic categories to activate specific language modes. Experiment 2 showed that attention can change the weight given to a native phonetic distinction. However, this process is restricted by the internal phonetic composition of the native language(s).
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Datta H, Hestvik A, Vidal N, Tessel C, Hisagi M, Wróbleski M, Shafer V. Automaticity of speech processing in early bilingual adults and children. BILINGUALISM (CAMBRIDGE, ENGLAND) 2020; 23:429-445. [PMID: 32905492 PMCID: PMC7469929 DOI: 10.1017/s1366728919000099] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
We examine whether early acquisition of a second language (L2) leads to native-like neural processing of phonemic contrasts that are absent in the L1. Four groups (adult and child monolingual speakers of English; adult and child early bilingual speakers of English and Spanish, exposed to both languages before 5 years of age) participated in a study comparing the English /I/ - /ε/ contrast. Neural measures of automatic change detection (Mismatch Negativity, MMN) and attention (Processing Negativity, PN and Late Negativity, LN) were measured by varying whether participants tracked the stimulus stream or not. We observed no effect of bilingualism on the MMN, but adult bilinguals differed significantly from adult monolinguals on neural indices of attention. The child bilinguals were indistinguishable from their monolingual peers. This suggest that learning a L2 before five years of age leads to native-like phoneme discrimination, but bilinguals develop increased attentional sensitivity to speech sounds.
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Schertz J, Carbonell K, Lotto AJ. Language Specificity in Phonetic Cue Weighting: Monolingual and Bilingual Perception of the Stop Voicing Contrast in English and Spanish. PHONETICA 2019; 77:186-208. [PMID: 31018217 DOI: 10.1159/000497278] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Accepted: 01/28/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND/AIMS This work examines the perception of the stop voicing contrast in Spanish and English along four acoustic dimensions, comparing monolingual and bilingual listeners. Our primary goals are to test the extent to which cue-weighting strategies are language-specific in monolinguals, and whether this language specificity extends to bilingual listeners. METHODS Participants categorized sounds varying in voice onset time (VOT, the primary cue to the contrast) and three secondary cues: fundamental frequency at vowel onset, first formant (F1) onset frequency, and stop closure duration. Listeners heard acoustically identical target stimuli, within language-specific carrier phrases, in English and Spanish modes. RESULTS While all listener groups used all cues, monolingual English listeners relied more on F1, and less on closure duration, than monolingual Spanish listeners, indicating language specificity in cue use. Early bilingual listeners used the three secondary cues similarly in English and Spanish, despite showing language-specific VOT boundaries. CONCLUSION While our findings reinforce previous work demonstrating language-specific phonetic representations in bilinguals in terms of VOT boundary, they suggest that this specificity may not extend straightforwardly to cue-weighting strategies.
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Affiliation(s)
- Jessamyn Schertz
- Department of Language Studies, University of Toronto-Mississauga, Mississauga, Ontario, Canada,
- Department of Linguistics, University of Toronto, Toronto, Ontario, Canada,
| | - Kathy Carbonell
- Department of Speech, Language and Hearing Sciences, University of Florida, Gainesville, Florida, USA
| | - Andrew J Lotto
- Department of Speech, Language and Hearing Sciences, University of Florida, Gainesville, Florida, USA
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Gonzales K, Byers-Heinlein K, Lotto AJ. How bilinguals perceive speech depends on which language they think they're hearing. Cognition 2018; 182:318-330. [PMID: 30415133 DOI: 10.1016/j.cognition.2018.08.021] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2017] [Revised: 08/26/2018] [Accepted: 08/29/2018] [Indexed: 10/27/2022]
Abstract
Bilinguals understand when the communication context calls for speaking a particular language and can switch from speaking one language to speaking the other based on such conceptual knowledge. There is disagreement regarding whether conceptually-based language selection is also possible in the listening modality. For example, can bilingual listeners perceptually adjust to changes in pronunciation across languages based on their conceptual understanding of which language they're currently hearing? We asked French- and Spanish-English bilinguals to identify nonsense monosyllables as beginning with /b/ or /p/, speech categories that French and Spanish speakers pronounce differently than English speakers. We conceptually cued each bilingual group to one of their two languages or the other by explicitly instructing them that the speech items were word onsets in that language, uttered by a native speaker thereof. Both groups adjusted their /b-p/ identification boundary as a function of this conceptual cue to the language context. These results support a bilingual model permitting conceptually-based language selection on both the speaking and listening end of a communicative exchange.
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Affiliation(s)
| | | | - Andrew J Lotto
- Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville 32610, USA.
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Llanos F, Francis AL. The Effects of Language Experience and Speech Context on the Phonetic Accommodation of English-accented Spanish Voicing. LANGUAGE AND SPEECH 2017; 60:3-26. [PMID: 28326991 DOI: 10.1177/0023830915623579] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Native speakers of Spanish with different amounts of experience with English classified stop-consonant voicing (/b/ versus /p/) across different speech accents: English-accented Spanish, native Spanish, and native English. While listeners with little experience with English classified target voicing with an English- or Spanish-like voice onset time (VOT) boundary, predicted by contextual VOT, listeners familiar with English relied on an English-like VOT boundary in an English-accented Spanish context even in the absence of clear contextual cues to English VOT. This indicates that Spanish listeners accommodated English-accented Spanish voicing differently depending on their degree of familiarization with the English norm.
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Silva DMR, Melges DB, Rothe-Neves R. N1 response attenuation and the mismatch negativity (MMN) to within- and across-category phonetic contrasts. Psychophysiology 2017; 54:591-600. [PMID: 28169421 DOI: 10.1111/psyp.12824] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2016] [Accepted: 12/07/2016] [Indexed: 11/29/2022]
Abstract
According to the neural adaptation model of the mismatch negativity (MMN), the sensitivity of this event-related response to both acoustic and categorical information in speech sounds can be accounted for by assuming that (a) the degree of overlapping between neural representations of two sounds depends on both the acoustic difference between them and whether or not they belong to distinct phonetic categories, and (b) a release from stimulus-specific adaptation causes an enhanced N1 obligatory response to infrequent deviant stimuli. On the basis of this view, we tested in Experiment 1 whether the N1 response to the second sound of a pair (S2 ) would be more attenuated in pairs of identical vowels compared with pairs of different vowels, and in pairs of exemplars of the same vowel category compared with pairs of exemplars of different categories. The psychoacoustic distance between S1 and S2 was the same for all within-category and across-category pairs. While N1 amplitudes decreased markedly from S1 to S2 , responses to S2 were quite similar across pair types, indicating that the attenuation effect in such conditions is not stimulus specific. In Experiment 2, a pronounced MMN was elicited by a deviant vowel sound in an across-category oddball sequence, but not when the exact same deviant vowel was presented in a within-category oddball sequence. This adds evidence that MMN reflects categorical phonetic processing. Taken together, the results suggest that different neural processes underlie the attenuation of the N1 response to S2 and the MMN to vowels.
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Affiliation(s)
- Daniel M R Silva
- Graduate Program in Neuroscience, Federal University of Minas Gerais, Belo Horizonte, Brazil
| | - Danilo B Melges
- Graduate Program in Electrical Engineering, Department of Electrical Engineering, Federal University of Minas Gerais, Belo Horizonte, Brazil
| | - Rui Rothe-Neves
- Phonetics Lab, Faculty of Letters, Federal University of Minas Gerais, Belo Horizonte, Brazil
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Relationships between quantity of language input and brain responses in bilingual and monolingual infants. Int J Psychophysiol 2016; 110:1-17. [DOI: 10.1016/j.ijpsycho.2016.10.004] [Citation(s) in RCA: 124] [Impact Index Per Article: 15.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2016] [Revised: 09/27/2016] [Accepted: 10/04/2016] [Indexed: 11/20/2022]
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Kuhl PK, Stevenson J, Corrigan NM, van den Bosch JJF, Can DD, Richards T. Neuroimaging of the bilingual brain: Structural brain correlates of listening and speaking in a second language. BRAIN AND LANGUAGE 2016; 162:1-9. [PMID: 27490686 DOI: 10.1016/j.bandl.2016.07.004] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2016] [Revised: 07/12/2016] [Accepted: 07/12/2016] [Indexed: 06/06/2023]
Abstract
Diffusion tensor imaging was used to compare white matter structure between American monolingual and Spanish-English bilingual adults living in the United States. In the bilingual group, relationships between white matter structure and naturalistic immersive experience in listening to and speaking English were additionally explored. White matter structural differences between groups were found to be bilateral and widespread. In the bilingual group, experience in listening to English was more robustly correlated with decreases in radial and mean diffusivity in anterior white matter regions of the left hemisphere, whereas experience in speaking English was more robustly correlated with increases in fractional anisotropy in more posterior left hemisphere white matter regions. The findings suggest that (a) foreign language immersion induces neuroplasticity in the adult brain, (b) the degree of alteration is proportional to language experience, and (c) the modes of immersive language experience have more robust effects on different brain regions and on different structural features.
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Affiliation(s)
- Patricia K Kuhl
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA.
| | - Jeff Stevenson
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA.
| | - Neva M Corrigan
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA; Department of Radiology, University of Washington, Seattle, WA 98195, USA.
| | | | - Dilara Deniz Can
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA.
| | - Todd Richards
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA; Department of Radiology, University of Washington, Seattle, WA 98195, USA.
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Barrios SL, Namyst AM, Lau EF, Feldman NH, Idsardi WJ. Establishing New Mappings between Familiar Phones: Neural and Behavioral Evidence for Early Automatic Processing of Nonnative Contrasts. Front Psychol 2016; 7:995. [PMID: 27445949 PMCID: PMC4928509 DOI: 10.3389/fpsyg.2016.00995] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2016] [Accepted: 06/16/2016] [Indexed: 12/02/2022] Open
Abstract
To attain native-like competence, second language (L2) learners must establish mappings between familiar speech sounds and new phoneme categories. For example, Spanish learners of English must learn that [d] and [ð], which are allophones of the same phoneme in Spanish, can distinguish meaning in English (i.e., /deɪ/ “day” and /ðeɪ/ “they”). Because adult listeners are less sensitive to allophonic than phonemic contrasts in their native language (L1), novel target language contrasts between L1 allophones may pose special difficulty for L2 learners. We investigate whether advanced Spanish late-learners of English overcome native language mappings to establish new phonological relations between familiar phones. We report behavioral and magnetoencepholographic (MEG) evidence from two experiments that measured the sensitivity and pre-attentive processing of three listener groups (L1 English, L1 Spanish, and advanced Spanish late-learners of English) to differences between three nonword stimulus pairs ([idi]-[iði], [idi]-[iɾi], and [iði]-[iɾi]) which differ in phones that play a different functional role in Spanish and English. Spanish and English listeners demonstrated greater sensitivity (larger d' scores) for nonword pairs distinguished by phonemic than by allophonic contrasts, mirroring previous findings. Spanish late-learners demonstrated sensitivity (large d' scores and MMN responses) to all three contrasts, suggesting that these L2 learners may have established a novel [d]-[ð] contrast despite the phonological relatedness of these sounds in the L1. Our results suggest that phonological relatedness influences perceived similarity, as evidenced by the results of the native speaker groups, but may not cause persistent difficulty for advanced L2 learners. Instead, L2 learners are able to use cues that are present in their input to establish new mappings between familiar phones.
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Affiliation(s)
- Shannon L Barrios
- Department of Linguistics, University of Utah Salt Lake City, Utah, USA
| | - Anna M Namyst
- Department of Linguistics, University of Maryland, College Park College Park, MD, USA
| | - Ellen F Lau
- Department of Linguistics, University of Maryland, College Park College Park, MD, USA
| | - Naomi H Feldman
- Department of Linguistics, University of Maryland, College ParkCollege Park, MD, USA; Institute for Advanced Computer Studies, University of Maryland, College ParkCollege Park, MD, USA
| | - William J Idsardi
- Department of Linguistics, University of Maryland, College Park College Park, MD, USA
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Singh L, Poh FLS, Fu CSL. Limits on Monolingualism? A Comparison of Monolingual and Bilingual Infants' Abilities to Integrate Lexical Tone in Novel Word Learning. Front Psychol 2016; 7:667. [PMID: 27242584 PMCID: PMC4861728 DOI: 10.3389/fpsyg.2016.00667] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2016] [Accepted: 04/21/2016] [Indexed: 11/15/2022] Open
Abstract
To construct their first lexicon, infants must determine the relationship between native phonological variation and the meanings of words. This process is arguably more complex for bilingual learners who are often confronted with phonological conflict: phonological variation that is lexically relevant in one language may be lexically irrelevant in the other. In a series of four experiments, the present study investigated English-Mandarin bilingual infants' abilities to negotiate phonological conflict introduced by learning both a tone and a non-tone language. In a novel word learning task, bilingual children were tested on their sensitivity to tone variation in English and Mandarin contexts. Their abilities to interpret tone variation in a language-dependent manner were compared to those of monolingual Mandarin learning infants. Results demonstrated that at 12-13 months, bilingual infants demonstrated the ability to bind tone to word meanings in Mandarin, but to disregard tone variation when learning new words in English. In contrast, monolingual learners of Mandarin did not show evidence of integrating tones into word meanings in Mandarin at the same age even though they were learning a tone language. However, a tone discrimination paradigm confirmed that monolingual Mandarin learning infants were able to tell these tones apart at 12-13 months under a different set of conditions. Later, at 17-18 months, monolingual Mandarin learners were able to bind tone variation to word meanings when learning new words. Our findings are discussed in terms of cognitive adaptations associated with bilingualism that may ease the negotiation of phonological conflict and facilitate precocious uptake of certain properties of each language.
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Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore, SingaporeSingapore
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Singh L, Quam C. Can bilingual children turn one language off? Evidence from perceptual switching. J Exp Child Psychol 2016; 147:111-25. [PMID: 27077335 DOI: 10.1016/j.jecp.2016.03.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2015] [Revised: 03/11/2016] [Accepted: 03/11/2016] [Indexed: 11/18/2022]
Abstract
Bilinguals have the sole option of conversing in one language in spite of knowing two languages. The question of how bilinguals alternate between their two languages, activating and deactivating one language, is not well understood. In the current study, we investigated the development of this process by researching bilingual children's abilities to selectively integrate lexical tone based on its relevance in the language being used. In particular, the current study sought to determine the effects of global conversation-level cues versus local (within-word phonotactic) cues on children's tone integration in newly learned words. Words were taught to children via a conversational narrative, and word recognition was investigated using the intermodal preferential-looking paradigm. Children were tested on recognition of words with stimuli that were either matched or mismatched in tone in both English and Mandarin conversations. Results demonstrated that 3- to 4-year-olds did not adapt their interpretation of lexical tone changes to the language being spoken. In contrast, 4- to 5-year-olds were able to do so when supported by informative within-word cues. Results suggest that preschool children are capable of selectively activating a single language given word-internal cues to language.
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Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore, Singapore 117570, Singapore.
| | - Carolyn Quam
- Departments of Speech, Language, and Hearing Sciences and Psychology, University of Arizona, Tucson, AZ 85721, USA
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Abstract
The ability to speak two languages often marvels monolinguals, although bilinguals report no difficulties in achieving this feat. Here, we examine how learning and using two languages affect language acquisition and processing as well as various aspects of cognition. We do so by addressing three main questions. First, how do infants who are exposed to two languages acquire them without apparent difficulty? Second, how does language processing differ between monolingual and bilingual adults? Last, what are the collateral effects of bilingualism on the executive control system across the lifespan? Research in all three areas has not only provided some fascinating insights into bilingualism but also revealed new issues related to brain plasticity and language learning.
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Affiliation(s)
- Albert Costa
- 1] Center for Brain and Cognition, Department of Technology, Pompeu Fabra University, 08018 Barcelona, Spain. [2] ICREA (Institució Catalana de Recerca I Estudis Avançats), Passeig Lluís Companys, 23; 08010 Barcelona, Spain
| | - Núria Sebastián-Gallés
- Center for Brain and Cognition, Department of Technology, Pompeu Fabra University, 08018 Barcelona, Spain
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15
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Abstract
Bilinguals perceptually accommodate speech variation across languages, but to what extent this flexibility depends on bilingual experience is uncertain. One account suggests that bilingual experience promotes language-specific processing modes, implying that bilinguals can switch as appropriate between the different phonetic systems of the languages they speak. Another account suggests that bilinguals rapidly recalibrate to the unique acoustic properties of each language following language-general processes common to monolinguals. Challenging this latter account, the present results show that Spanish-English bilinguals with exposure to both languages from early childhood, but not English monolinguals, shift perception as appropriate across acoustically controlled English and Spanish contexts. Early bilingual experience appears to promote language-specific phonetic systems.
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Affiliation(s)
| | - Andrew J. Lotto
- Department of Speech, Language and Hearing Sciences, University of Arizona
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Antoniou M, Best CT, Tyler MD. Focusing the lens of language experience: perception of Ma'di stops by Greek and English bilinguals and monolinguals. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2013; 133:2397-2411. [PMID: 23556605 PMCID: PMC3631263 DOI: 10.1121/1.4792358] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2012] [Revised: 01/19/2013] [Accepted: 01/29/2013] [Indexed: 06/02/2023]
Abstract
Monolingual listeners are constrained by native language experience when categorizing and discriminating unfamiliar non-native contrasts. Are early bilinguals constrained in the same way by their two languages, or do they possess an advantage? Greek-English bilinguals in either Greek or English language mode were compared to monolinguals on categorization and discrimination of Ma'di stop-voicing distinctions that are non-native to both languages. As predicted, English monolinguals categorized Ma'di prevoiced plosive and implosive stops and the coronal voiceless stop as English voiced stops. The Greek monolinguals categorized the Ma'di short-lag voiceless stops as Greek voiceless stops, and the prevoiced implosive stops and the coronal prevoiced stop as Greek voiced stops. Ma'di prenasalized stops were uncategorized. Greek monolinguals discriminated the non-native voiced-voiceless contrasts very well, whereas the English monolinguals did poorly. Bilinguals were given all oral and written instructions either in English or in Greek (language mode manipulation). Each language mode subgroup categorized Ma'di stop-voicing comparably to the corresponding monolingual group. However, the bilinguals' discrimination was unaffected by language mode: both subgroups performed intermediate to the monolinguals for the prevoiced-voiceless contrast. Thus, bilinguals do not possess an advantage for unfamiliar non-native contrasts, but are nonetheless uniquely configured language users, differing from either monolingual group.
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Affiliation(s)
- Mark Antoniou
- The Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, 2240 Campus Drive, Evanston, Illinois 60208, USA.
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