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Libersky E, Slawny C, Kaushanskaya M. Effects of dual- and single-language exposure on children's word learning: Experimentally testing the role of competition. J Exp Child Psychol 2024; 244:105953. [PMID: 38714153 PMCID: PMC11227099 DOI: 10.1016/j.jecp.2024.105953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Revised: 02/23/2024] [Accepted: 04/08/2024] [Indexed: 05/09/2024]
Abstract
This study investigated the role of dual- and single-language input in bilingual children's word learning. In Experiment 1, 26 Spanish-English bilingual children aged 4 and 5 years (9 girls; 73% Latino; 65% White) learned novel words in single- and dual-language conditions. In the single-language condition, children learned English-like labels for novel objects. In the dual-language condition, the same children learned Spanish- and English-like labels for a different set of objects; all labels were produced by the same bilingual speaker, creating competition between the two languages. A second group of bilingual children (N = 25; 14 girls; 72% Latino; 40% White) participated in Experiment 2, which tested whether tagging language by speaker in the dual-language condition (mimicking the one person-one language input strategy) would influence performance. In both experiments, participants learned novel English words above chance (ps < .05) in both conditions, with better performance in the single-language condition. These results indicate an advantage for single-language learning contexts, but the theoretical roots and the practical value of this advantage are unclear.
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Affiliation(s)
- Emma Libersky
- Waisman Center, University of Wisconsin-Madison, Madison, WI 53705, USA.
| | - Caitlyn Slawny
- Waisman Center, University of Wisconsin-Madison, Madison, WI 53705, USA
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Su F, Huang XY, Chang X. The Effect of Syntactic Similarity on Intra-Sentential Switching Costs: Evidence from Chinese-English Bilinguals. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:22. [PMID: 38446237 DOI: 10.1007/s10936-024-10067-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/26/2024] [Indexed: 03/07/2024]
Abstract
In order to better understand the role of syntactic similarity in a code-switched sentence, the current study explored the effect of similar and different syntactic structures on Chinese-English bilinguals' intra-sentential switching costs. L2 proficiency and switching directions as factors that potentially intervene in bilingual performance were together explored to see if there was any interaction. We manipulated the degree of syntactic similarity by utilizing clauses in active voice (greater similarity) and passive voice (lesser similarity). The study conducted a self-paced reading paradigm as a more natural language reading processing. Results showed overall longer reading times for active sentences than passive counterparts, which supported a syntactic similarity impediment rather than facilitation. The impediment seemed to be predominant irrespective of L2 proficiency. Furthermore, syntactic similarity modulated the asymmetry of switching costs between forward (L1-L2) and backward (L2-L1) direction: word RTs for the 1st and the 2nd switched word yielded greater costs in L2-L1 condition, while greater costs in L1-L2 condition was observed in 3rd switched word RTs and average RTs. The present study observed syntactic similarity impediment rather than facilitation for Chinese-English bilinguals. Notably, syntactic similarity plays a predominant role compared to L2 proficiency, and modulates the asymmetry between switching directions.
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Affiliation(s)
- Fan Su
- School of Foreign Languages, Tongji University, Shanghai, 200092, China
| | - Xue-Yi Huang
- School of Foreign Languages, Shanghai Jiaotong University, Shanghai, 200400, China
| | - Xin Chang
- School of Foreign Languages, Tongji University, Shanghai, 200092, China.
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Chen FT, Feng SH, Nien JT, Cheng YT, Chen YC, Chang YK. Effects of acute moderate-intensity exercise on executive function in children with preterm birth: A randomized crossover study. Early Hum Dev 2023; 183:105795. [PMID: 37364431 DOI: 10.1016/j.earlhumdev.2023.105795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 05/23/2023] [Accepted: 05/26/2023] [Indexed: 06/28/2023]
Abstract
BACKGROUND Acute exercise appears to promote executive function (EF) in children. However, the effect of acute exercise on EF in children with preterm birth (PB) remains unclear. OBJECTIVE To investigate whether acute moderate-intensity exercise improves EF in children with PB. METHODS Twenty child participants with PB (age = 10.95 ± 1.19 years, birth age = 31.71 ± 3.64 weeks) completed exercise and control sessions in a randomized crossover design. In the exercise session, participants completed a 30-minute period of moderate-intensity aerobic exercise. In the control session, participants watched a video for appropriately 30 min. Following each session immediately, inhibitory control, an aspect of EF, was assessed with the Numerical Stroop task. RESULTS Response time (RT) for the Stroop's incongruent condition was shorter after the exercise session than after the control session. However, no differences were observed in RT for the congruent condition. Accuracy rate (ACC) in both congruent and incongruent conditions did not differ between exercise and control session. CONCLUSION The findings support the beneficial effect of acute exercise on executive function (EF) in children with PB, particularly in terms of improving inhibitory control.
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Affiliation(s)
- Feng-Tzu Chen
- Department of Sports Medicine, China Medical University, Taichung, Taiwan
| | - Sheng-Hsien Feng
- Department of Leisure Industry Management, National Chin-Yi University of Technology, Taichung, Taiwan
| | - Jui-Ti Nien
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Yi-Ting Cheng
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Ying-Chu Chen
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Yu-Kai Chang
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan; Institute for Research Excellence in Learning Science, National Taiwan Normal University, Taipei, Taiwan; Social Emotional Education and Development Center, National Taiwan Normal University, Taipei, Taiwan.
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Degani T, Prior A, Wodniecka Z. Editorial: Modulators of Cross-Language Influences in Learning and Processing. Front Psychol 2022; 13:898793. [PMID: 35651569 PMCID: PMC9150740 DOI: 10.3389/fpsyg.2022.898793] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 04/19/2022] [Indexed: 11/15/2022] Open
Affiliation(s)
- Tamar Degani
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
| | - Anat Prior
- Department of Learning Disabilities and Edmond J. Safra Brain Research Center for Learning Disabilities, University of Haifa, Haifa, Israel
| | - Zofia Wodniecka
- Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University, Krakow, Poland
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Wang Q, Wu X, Ji Y, Yan G, Wu J. Second Language Proficiency Modulates the Dependency of Bilingual Language Control on Domain-General Cognitive Control. Front Psychol 2022; 13:810573. [PMID: 35222198 PMCID: PMC8866303 DOI: 10.3389/fpsyg.2022.810573] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2021] [Accepted: 01/17/2022] [Indexed: 11/13/2022] Open
Abstract
The relationship between bilingual language control and domain-general cognitive control has been a hot topic in the research field of bilingualism. Previous studies mostly examined the correlation between performances of bilinguals in language control tasks and that in domain-general cognitive control tasks and came to the conclusions that they overlap, partially overlap, or are qualitatively different. These contradictory conclusions are possibly due to the neglect of the moderating effect of second language (L2) proficiency, that is, the relationship between bilingual language control and domain-general cognitive control might vary with the L2 proficiency of bilinguals. To examine this hypothesis, we recruited 36 unbalanced Chinese-English bilinguals to perform the Simon task (to assess domain-general cognitive control), Oxford Placement Test (to assess L2 proficiency), and picture naming tasks in single-and dual-language contexts (to evoke local and global language control). We find that Simon scores positively predicted switching costs in bilinguals with low L2 proficiency, but not in bilinguals with high L2 proficiency. Furthermore, Simon scores positively predicted mixing costs in bilinguals with high L2 proficiency, but not in bilinguals with low L2 proficiency. These results verify the moderating effect of L2 proficiency on the relationship between bilingual language control and domain-general cognitive control, that is, bilinguals with more proficient L2 rely on domain-general cognitive control less for local language control and more for global language control. This may imply a shift from local to global for the dependency of bilingual language control on domain-general cognitive control during the L2 development of bilinguals.
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Affiliation(s)
- Qiping Wang
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Tianjin Normal University, Academy of Psychology and Behavior, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China
| | - Xinye Wu
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Tianjin Normal University, Academy of Psychology and Behavior, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China
| | - Yannan Ji
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Tianjin Normal University, Academy of Psychology and Behavior, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China
| | - Guoli Yan
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Tianjin Normal University, Academy of Psychology and Behavior, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China.,Tianjin Social Science Laboratory of Students' Mental Development and Learning, Tianjin, China
| | - Junjie Wu
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Tianjin Normal University, Academy of Psychology and Behavior, Tianjin, China.,Faculty of Psychology, Tianjin Normal University, Tianjin, China.,Tianjin Social Science Laboratory of Students' Mental Development and Learning, Tianjin, China
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Abbas N, Degani T, Prior A. Equal Opportunity Interference: Both L1 and L2 Influence L3 Morpho-Syntactic Processing. Front Psychol 2021; 12:673535. [PMID: 34122270 PMCID: PMC8192804 DOI: 10.3389/fpsyg.2021.673535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Accepted: 04/16/2021] [Indexed: 12/03/2022] Open
Abstract
We investigated cross-language influences from the first (L1) and second (L2) languages in third (L3) language processing, to examine how order of acquisition and proficiency modulate the degree of cross-language influences, and whether these cross-language influences manifest differently in online and offline measures of L3 processing. The study focused on morpho-syntactic processing of English as an L3 among Arabic-Hebrew-English university student trilinguals (n = 44). Importantly, both L1 (Arabic) and L2 (Hebrew) of participants are typologically distant from L3 (English), which allows overcoming confounds of previous research. Performance of trilinguals was compared to that of native English monolingual controls (n = 37). To investigate the source of cross-language influences, critical stimuli were ungrammatical sentences in English, which when translated could be grammatical in L1, in L2 or in both. Thus, the L3 morpho-syntactic structures included in the study were a mismatch with L1, a mismatch with L2, a Double mismatch, with both L1 and L2, or a no mismatch condition. Participants read the English sentences while their eye-movements were recorded (online measure), and they also performed grammaticality judgments following each sentence (offline measure). Across both measures, cross-language influences were assessed by comparing the performance of the trilinguals in each of the critical interference conditions to the no-interference condition, and by comparing their performance to that of the monolingual controls. L1 interference was evident in first pass sentence reading, and marginally in offline grammaticality judgment, and L2 interference was robust across second pass reading and grammaticality judgments. These results suggest that either L1 or the L2 can be the source of cross-language influences in L3 processing, but with different time-courses. The findings highlight the difference between online and offline measures of performance: processing language in real-time reflects mainly automatic activation of morpho-syntactic structures, whereas offline judgments might also involve strategic and meta-linguistic decision making. Together, the findings show that during L3 processing, trilinguals have access to all previously acquired linguistic knowledge, and that the multilingual language system is fully interactive.
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Affiliation(s)
- Nawras Abbas
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Tamar Degani
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
| | - Anat Prior
- Department of Learning Disabilities, University of Haifa, Haifa, Israel.,Edmond J. Safra Brain Research Center for Learning Disabilities, University of Haifa, Haifa, Israel
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Segal D, Prior A, Gollan TH. Do All Switches Cost the Same? Reliability of Language Switching and Mixing Costs. J Cogn 2021; 4:3. [PMID: 33506169 PMCID: PMC7792451 DOI: 10.5334/joc.140] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Accepted: 10/26/2020] [Indexed: 11/20/2022] Open
Abstract
The current study examined the reliability and consistency of switching and mixing costs in the language and the color-shape tasks in three pre-existing data sets, to assess whether they are equally well suited for the study of individual differences. Specifically, we considered if the language task is as reliable as the color-shape task - an important question given the wide use of language switching tasks but little information available to address this question. Switching costs had low to moderate reliability and internal consistency, and these were similar for the language and the color-shape tasks. Mixing costs were more reliable in the language task than in the color-shape task when tested twice on the same day and trended in the same direction when tested a week apart. In addition, mixing costs were larger and more consistent than switching costs in all data sets and they were also were more reliable than switching costs in the language task when tested on the same day. These results reveal the language task to be as good as the color-shape task for measuring switching and mixing ability. Low variability of switching costs may decrease their reliability and consistency, in turn interfering with the chance of detecting cross task correlations. We advocate for exploring procedures to increase the variability of switching costs, which might increase reliability and consistency of these measures, and improve the ability to determine if bilingual language use relies on cognitive mechanisms that overlap with those underlying nonlinguistic multi-tasking.
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Language context tunes brain network for language control in bilingual language production. Neuropsychologia 2020; 147:107592. [DOI: 10.1016/j.neuropsychologia.2020.107592] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Revised: 06/30/2020] [Accepted: 08/24/2020] [Indexed: 12/27/2022]
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Using what's there: Bilinguals adaptively rely on orthographic and color cues to achieve language control. Cognition 2019; 191:103990. [PMID: 31376660 DOI: 10.1016/j.cognition.2019.06.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2018] [Revised: 05/28/2019] [Accepted: 06/02/2019] [Indexed: 11/21/2022]
Abstract
We examined if bilinguals of two different language combinations can rely on novel and arbitrary cues to facilitate switching between languages in a read-aloud task. Spanish-English (Experiment 1) and Hebrew-English (Experiment 2) bilinguals read aloud mixed-language paragraphs, known to induce language intrusion errors (e.g., saying el instead of the), to test if intrusion rates are affected by: language combination, color-cues, language dominance, and part of speech. For Spanish-English bilinguals, written input is not rich in visual cues to language membership, whereas for Hebrew-English bilinguals rich cues are present (i.e., the two languages have different orthographies and are read in opposite directions). Hebrew-English bilinguals made fewer intrusion errors than Spanish-English bilinguals, and color cues significantly reduced intrusions on switches to the dominant language but not to the nondominant language, to the same extent in both bilingual populations. These results reveal powerful effects of visual cues for facilitating production of language switches, and illustrate that switching mechanisms are highly adaptable and sensitive, in that they can both recruit language- and orthography-specific cues when available and also rapidly exploit novel arbitrary cues to language membership when these are afforded. Finally, such incidental, experimentally induced cues, were recruited even in the presence of other already powerful cues, when task demands were high.
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Poort ED, Rodd JM. Towards a distributed connectionist account of cognates and interlingual homographs: evidence from semantic relatedness tasks. PeerJ 2019; 7:e6725. [PMID: 31143528 PMCID: PMC6526012 DOI: 10.7717/peerj.6725] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 03/05/2019] [Indexed: 11/20/2022] Open
Abstract
Background Current models of how bilinguals process cognates (e.g., "wolf", which has the same meaning in Dutch and English) and interlingual homographs (e.g., "angel", meaning "insect's sting" in Dutch) are based primarily on data from lexical decision tasks. A major drawback of such tasks is that it is difficult-if not impossible-to separate processes that occur during decision making (e.g., response competition) from processes that take place in the lexicon (e.g., lateral inhibition). Instead, we conducted two English semantic relatedness judgement experiments. Methods In Experiment 1, highly proficient Dutch-English bilinguals (N = 29) and English monolinguals (N = 30) judged the semantic relatedness of word pairs that included a cognate (e.g., "wolf"-"howl"; n = 50), an interlingual homograph (e.g., "angel"-"heaven"; n = 50) or an English control word (e.g., "carrot"-"vegetable"; n = 50). In Experiment 2, another group of highly proficient Dutch-English bilinguals (N = 101) read sentences in Dutch that contained one of those cognates, interlingual homographs or the Dutch translation of one of the English control words (e.g., "wortel" for "carrot") approximately 15 minutes prior to completing the English semantic relatedness task. Results In Experiment 1, there was an interlingual homograph inhibition effect of 39 ms only for the bilinguals, but no evidence for a cognate facilitation effect. Experiment 2 replicated these findings and also revealed that cross-lingual long-term priming had an opposite effect on the cognates and interlingual homographs: recent experience with a cognate in Dutch speeded processing of those items 15 minutes later in English but slowed processing of interlingual homographs. However, these priming effects were smaller than previously observed using a lexical decision task. Conclusion After comparing our results to studies in both the bilingual and monolingual domain, we argue that bilinguals appear to process cognates and interlingual homographs as monolinguals process polysemes and homonyms, respectively. In the monolingual domain, processing of such words is best modelled using distributed connectionist frameworks. We conclude that it is necessary to explore the viability of such a model for the bilingual case. Data scripts materials and pre-registrations Experiment 1: http://www.osf.io/ndb7p; Experiment 2: http://www.osf.io/2at49.
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Affiliation(s)
- Eva D Poort
- Department of Experimental Psychology, University College London, London, United Kingdom
| | - Jennifer M Rodd
- Department of Experimental Psychology, University College London, London, United Kingdom
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Zirnstein M, van Hell JG, Kroll JF. Cognitive control ability mediates prediction costs in monolinguals and bilinguals. Cognition 2018; 176:87-106. [PMID: 29549762 PMCID: PMC5953823 DOI: 10.1016/j.cognition.2018.03.001] [Citation(s) in RCA: 41] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2016] [Revised: 02/27/2018] [Accepted: 03/01/2018] [Indexed: 02/04/2023]
Abstract
In this study, we examined the role that cognitive control and language regulation ability play in mediating readers' susceptibility to prediction error costs when reading in the native language (L1) or a second language (L2). Twenty-four English monolinguals (Experiment 1) and 28 Chinese-English bilinguals (Experiment 2) read sentences in English while their EEG was recorded. The sentences varied in the predictability of an upcoming expected word and in whether that prediction was confirmed. Monolinguals showed sensitivity to sentence contexts in which expectations were not met (i.e., when unexpected words were encountered) in the form of a late, frontally-distributed positivity, but for bilinguals this effect was more complex. For both groups, performance on the prediction task was modulated by individual differences on the AX-CPT, a measure of inhibitory control. However, the bilinguals' reading performance in the L2 was affected not only by inhibitory control, but also by their performance on an L1 verbal fluency task that indexed language regulation and production capability, related to their language dominance and immersion context. Bilinguals with better regulation of the L1 generated a larger frontal positivity in response to unexpected words in the L2, an effect that was attenuated by inhibitory control ability. In contrast, bilinguals with lower regulatory ability generated a larger, late negativity, which was also mediated by control. These findings suggest that the ability to regulate the native language when immersed in a second language environment can influence mechanisms underlying the prediction process when reading in the L2. In addition, cognitive control ability, specifically inhibitory control, appears to mediate the difficulty readers incur when predictions are disconfirmed, not only in the native language, but also for proficient bilinguals reading in the L2. We argue that the mechanisms engaged during prediction in the L1 and L2 are fundamentally the same, and that what differs for bilinguals are the additional demands imposed by their language experience and language use.
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Affiliation(s)
- Megan Zirnstein
- Department of Psychology, University of California, Riverside, United States.
| | - Janet G van Hell
- Center for Language Science, Department of Psychology, Pennsylvania State University, United States
| | - Judith F Kroll
- Department of Psychology, University of California, Riverside, United States; Center for Language Science, Department of Psychology, Pennsylvania State University, United States
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