刊讯丨SSCI 期刊《双语：语言与认知》2022年第4期
2022-10-04
2022-10-04
Bilingualism: Language and Cognition
Volume 25, Issue 4, August 2022
Bilingualism: Language and Cognition（SSCI一区，2021 IF：4.763）2022年第4期共发文12篇，其中研究性论文11篇, 研究报告1篇。研究性论文涉及儿童语言习得、二语学习、语言治疗、跨语言问题等方面。
往期推荐：
目录
Research Article
■ Select Sequential bilingual heritage children's L1 attrition in lexical retrieval: Age of acquisition versus language experience
, by Kitaek Kim, Hyunwoo Kim, Pages 537-547.
■Cross-language interactions during novel word learning: The contribution of form similarity and participant characteristics
, by Mariana Elias, Tamar Degani, Pages 548-565.
■ A multi-factor study of the development of English receptive skills by young Danish children, by Teresa Cadierno, Mikkel B. Hansen, Jørgen T. Lauridsen, Søren W. Eskildsen, Katalin Fenyvesi, Signe Hannibal Jensen, Pages 566–578.
■Cross-language activation in bimodal bilinguals: Do mouthings affect the co-activation of speech during sign recognition?, by Ellen Ormel, Marcel R. Giezen, Janet G. Van Hell, Pages 579-587.
■ Planning ahead: Interpreters predict source language in consecutive interpreting, by Nan Zhao, Xiaocong Chen, Zhenguang G. Cai, Pages 588-602.
■ Decision-making depends on language: A meta-analysis of the Foreign Language Effect, by Nicola Del Maschio, Federico Crespi, Francesca Peressotti, Jubin Abutalebi, Simone Sulpizio
, Pages 617-630.
■ L2 French learning by Eritrean refugee speakers of Tigrinya, by Julie Franck, Despina Papadopoulou, Pages 631-644.
■ Strengthening the semantic verb network in multilingual people with aphasia: within- and cross-language treatment effects, by Aviva Lerman, Mira Goral, Lisa A. Edmonds, Loraine K. Obler, Pages 645-659.
■ The cognate facilitation effect depends on the presence of identical cognates, by Sophie L. Arana, Helena M. Oliveira, Ana Isabel Fernandes, Ana Paula Soares, Montserrat Comesaña, Pages 660-678.
■ The role of stress position in bilingual auditory word recognition: Cognate processing in Turkish and Dutch, by Antje Muntendam, Remy van Rijswijk, Giulio Severijnen, Ton Dijkstra, Pages 679-690.
■ Cross-linguistic influence during online sentence processing in bilingual children, by Chantal van Dijk, Ton Dijkstra, Sharon Unsworth, Pages 691-704
Research Notes
■The dynamics of
spoken word recognition in bilinguals
, by Amy S. Desroches, Deanna C. Friesen, Matthew Teles, Chloe A. Korade, Evan W. Forest, Pages 705-710.
Corrigendum
■ A review of questionnaires quantifying bilingual experience in children: Do they document the same constructs? – CORRIGENDUM, by Draško Kašćelan, Philippe Prévost, Ludovica Serratrice, Laurie Tuller, Sharon Unsworth, Cécile De Cat, Pages 711.
摘要
Sequential bilingual heritage children's L1 attrition in lexical retrieval: Age of acquisition versus language experience
Abstract This study investigated the unresolved issue of potential sources of heritage language attrition. To test contributing effects of three learner variables – age of second language acquisition, length of residence, and language input – on heritage children's lexical retrieval accuracy and speed, we conducted a real-time word naming task with 68 children (age 11–14 years) living in South Korea who spoke either Chinese or Russian as a heritage language. Results of regression analyses showed that the participants were less accurate and slower in naming target words in their heritage language as their length of residence in Korea and the amount of Korean input increased. The age of Korean acquisition did not significantly influence their performance. These findings support the claim that heritage speakers’ language experience is a more reliable predictor of first language attrition than age of acquisition. We discuss these findings in light of different approaches to explaining language attrition.
Key words language attrition, lexical retrieval, heritage speakers, age of acquisition, language experience
Mariana Elias, Tamar Degani, University of Haifa, Israel
Abstract The study examined whether false-cognates, overlapping in form but not meaning across languages, are easier to learn due to form overlap, or more difficult to learn due to meaning competition, compared to unambiguous control and cognate words. Fifty-four native Hebrew speakers learned 14 cognates, 14 false-cognates, and 28 control Arabic words in one session. Cognates were learned better than control items. There was no overall difference in learning false-cognates relative to controls, but individuals with higher phonological short-term memory, or with lower L1 verbal fluency, did exhibit a false-cognate learning-advantage. For these individuals, form overlap was more influential than meaning competition. Lexical decisions to Hebrew words following Arabic learning were slower for false-cognates than controls, indicative of backward influences. The findings reveal the influence of prior knowledge on learning and processing, and highlight the importance of jointly considering item-based and learner-based characteristics during the initial stages of vocabulary learning.
Key words False cognates, vocabulary learning, individual differences, phonological short-term memory
A multi-factor study of the development of English receptive skills by young Danish children
Teresa Cadierno, University of Southern Denmark, Odense, Denmark
Mikkel B. Hansen, University of Paris 8, Paris, France
Jørgen T. Lauridsen, Søren W. Eskildsen, Katalin Fenyvesi, Signe Hannibal Jensen, University of Southern Denmark, Odense, Denmark
Abstract This longitudinal study examined the influence of child-specific and environmental factors on the development of English receptive vocabulary and grammar by two groups of Danish children: Early Starters (ES) and Late Starters (LS). Age of onset, gender, language aptitude and SES significantly predicted both outcome measures. English competence beliefs (ECB) were positively related to L2 proficiency but only for children with low foreign language classroom anxiety (FLCA), suggesting a dynamic relationship between ECB and FLCA. Extramural audiovisual viewing and reading played a differential role for ES vs. LS whereas extramural English speaking significantly interacted with gender. Finally, child-specific factors explained more of the variance in English proficiency than environmental factors. This finding, which contradicts results obtained in instructed settings (e.g., Sun, Steinkrauss, Tendeiro & de Bot, 2016) but parallels those in naturalistic settings (e.g., Paradis, 2011), supports the special status of English in countries with a high degree of informal contact with English.
Key words multi-factor study, English receptive skills, young Danish children
Cross-language activation in bimodal bilinguals: Do mouthings affect the co-activation of speech during sign recognition?
Ellen Ormel, Centre for Language Studies, Radboud University, Nijmegen, The Netherlands
Abstract The present study provides insight into cross-language activation in hearing bimodal bilinguals by (1) examining co-activation of spoken words during processing of signs by hearing bimodal bilingual users of Dutch (their L1) and Sign Language of the Netherlands (NGT; late learners) and (2) investigating the contribution of MOUTHINGS to bimodal cross-language activation. NGT signs were presented with or without mouthings in two sign-picture verification experiments. In both experiments the phonological relation (unrelated, cohort overlap or final rhyme overlap) between the Dutch translation equivalents of the NGT signs and pictures was manipulated. Across both experiments, the results showed slower responses for sign-picture pairs with final rhyme overlap relative to phonologically unrelated sign-picture pairs, indicating co-activation of the spoken language during sign processing, but no significant effect for sign-picture pairs with cohort overlap in Dutch. In addition, co-activation was not affected by the presence or absence of mouthings.
Key words cross-language activation, bimodal bilingualism, mouthings, sign-picture verification
Planning ahead:
Interpreters predict source language in consecutive interpreting
Abstract Interpreters are hypothesized to anticipate the source language (SL) in comprehension and the target language (TL) in production to facilitate timely delivery. In two experiments, we examined whether interpreters make more predictions in SL comprehension in consecutive interpreting than in regular language comprehension and whether such enhanced prediction (if any) is constrained by cognitive resources. Participants were quicker at reading a predictable versus unpredictable critical word and/or following words (e.g., Without the sunglasses/hat, the sun will hurt your eyes on the beach, where eyes is the critical word), and the prediction effect was larger when they read to later interpret (into Chinese) than to later recall. The enhanced prediction in reading to interpret disappeared when the cognitive load was high, suggesting that SL prediction in interpreting requires cognitive resources. Our findings suggest that, when cognitive resources allow, interpreters engage in enhanced linguistic prediction in SL comprehension to facilitate the delivery of interpreting.
Key words interpreting, prediction, lexico-semantics, comprehension, source language, Chinese
Sources of variability in the acquisition of Differential Object Marking by Turkish heritage language children in the United States
Aylin Coskun Kunduz, Silvina Montrul, University of Illinois at Urbana-Champaign, Champaign United States
Abstract Differential object marking (DOM) is an area of vulnerability in adult heritage speakers. This study traces such vulnerability to childhood by examining Turkish DOM in child Turkish heritage speakers in the U.S and the parental generation, who are the main input providers. Twenty first-generation immigrants, 20 adult and 20 child (aged 7–14) Turkish heritage speakers, and the monolingual group including 20 Turkish-speaking adults, 20 7–14-year-old and 20 3–6-year-old Turkish-speaking children in Turkey completed a story retelling task and a picture selection task. Results showed that the first-generation immigrants patterned with the monolingual adults. However, the heritage speakers (children and adults) omitted DOM in both tasks, showing more variable performance than the monolingual groups. These findings suggest that instability of DOM in heritage grammars is more likely due to insufficient input in the early years of heritage language development than to changes in parental input or attrition in later years.
Key words Differential Object Marking, Turkish, input quantity and quality, heritage language speakers
Decision-making depends on language: A meta-analysis of the Foreign Language Effect
Nicola Del Maschio, Centre for Neurolinguistics and Psycholinguistics (CNPL), Faculty of Psychology, Vita-Salute San Raffaele University, Milan, Italy
Federico Crespi, Department of Psychology, University of Milano-Bicocca, Milan Italy
Francesca Peressotti, Department of Developmental and Social Psychology, University of Padua, Padua, Italy
Jubin Abutalebi, Centre for Neurolinguistics and Psycholinguistics (CNPL), Faculty of Psychology, Vita-Salute San Raffaele University, Milan, Italy; The Arctic University of Norway, Tromsø, Norway
Simone Sulpizio, Department of Psychology, University of Milano-Bicocca, Milan Italy; Milan Center for Neuroscience (NeuroMi), University of Milano-Bicocca Milan, Italy
Abstract In the present meta-analysis, we investigated the robustness and the magnitude of the Foreign Language Effect (FLE) – that is, the putative effect of language context (native versus foreign language) on decision-making. We also investigated whether the FLE is moderated by language experience – measured by second language age of acquisition and proficiency – or by methodological choices – the types of decision problems adopted, the presentation modality of the tasks administered, and the perspective in which problems are framed. Our results showed a reliable FLE, which was not moderated by language experience or methodological choices. We discuss our findings in relation to available theories of FLE, and indicate possible future directions to improve our understanding of the interplay between bilingualism and decision-making.
Key words Foreign-language effect, bilingualism, meta-analysis, emotion, decision-making
L2 French
learning by Eritrean refugee speakers of Tigrinya
Julie Franck, Department of Psychology, University of Geneva, Geneva, Switzerland
Despina Papadopoulou, Department of Linguistics, Aristotle University of Thessaloniki, Thessaloniki, Greece
Abstract This study reports data on 47 Tigrinya speaking Eritrean refugees learning French. L2 French proficiency is assessed through the placement test Ev@lang, a standardized grammar test, and fine corpus analyses. Analysis of individual factors shows that, whereas school education, number of years in Switzerland, and French classes attended play no role in proficiency, age penalizes learning and, critically, multilingualism facilitates it. Corpus analyses replicate difficulties commonly reported in the literature with root infinitives, determiner omission and gender errors. Productions also depart from previous reports as we observed a low rate of subject drop, a high rate of gender errors involving animate nouns, and the overuse of the feminine, in line with Tigrinya grammar. Finally, our data provide preliminary evidence of the validity of Ev@lang in assessing French proficiency in refugees, an issue which is becoming critical with the increased role of language skills in European asylum policies.
Key words Tigrinya, Refugees, Foreign language, L2 French, Grammar, Multilingualism
Strengthening the semantic verb network in multilingual people with aphasia: within- and cross-language treatment effects
Aviva Lerman, Program in Speech-Language-Hearing Sciences, Graduate Center, City University of New York, New York, NY, USA; Program of Communication Disorders, Hadassah Academic College, Jerusalem, Israel
Mira Goral, Program in Speech-Language-Hearing Sciences, Graduate Center, City University of New York, New York, NY, USA; Department of Speech-Language-Hearing Sciences, Lehman College, City University of New York, Bronx, NY, USA; MultiLing Center for Multilingualism in Society across the Lifespan, University of Oslo, Oslo, Norway
Lisa A. Edmonds, Program of Communication Sciences and Disorders, Teachers College, Columbia University, New York, NY, USA
Loraine K. Obler, Program in Speech-Language-Hearing Sciences, Graduate Center, City University of New York, New York, NY, USA
Abstract In multilingual people, semantic knowledge is predominantly shared across languages. Providing semantic-focused treatment to people with aphasia has been posited to strengthen connectivity within association cortices that subserve semantic knowledge. In multilingual people, such treatment should result in within- and cross-language generalisation to all languages, although not equally. We investigated treatment effects in two multilingual participants with aphasia who received verb-based semantic treatment in two pre-stroke highly proficient languages. We compared within- and cross-language generalisation patterns across languages, finding within- and cross-language generalisation after treatment in the less-impaired, pre-morbidly more-proficient first-acquired language (L1). This observation supports the theory that connectivity is greater between the lexicon of a pre-morbidly more-proficient L1 and the shared semantic system than the lexicon of a pre-morbidly less-proficient later-acquired language. Our findings of within- and cross-language generalisation patterns could also be explained by both the Competing Mechanisms Theory and the theory of lingering suppression.
Key words spreading activation, interference, semantic verb network, multilingual, cross-language generalisation
The cognate facilitation effect depends on the presence of identical cognates
Sophie L. Arana, Donders Institute for Brain, Cognition and Behaviour, Centre for Cognitive Imaging, Radboud University Nijmegen, Nijmegen, Netherlands
Helena M. Oliveira, Ana Isabel Fernandes, Ana Paula Soares, Research Unit in Human Cognition, CIPsi, School of Psychology, University of Minho, Braga, Portugal
Montserrat Comesaña, Research Unit in Human Cognition, CIPsi, School of Psychology, University of Minho, Braga, Portugal; Centro de Investigación Nebrija en Cognición (CINC), Nebrija University, Madrid, Spain
Abstract Previous research has shown that the direction of the cognate facilitation effect (CFE) can disappear if identical cognate words are removed from the stimulus list while keeping task requirements constant (Comesaña, Ferré, Romero, Guasch, Soares & García-Chico, 2015). These results do not fit well with leading computational models of bilingual word recognition (BIA+, Multilink), according to which there are no top-down influences at early stages of word processing. Influences would be post-lexical in nature and would result from competition at the response level. This study aimed to examine this issue by manipulating stimulus list composition and examining its impact on cognate word recognition. We varied the proportion of identical cognates in the experimental lists with four ratios of identical vs. non-identical cognates (50-50; 25-75; 12-88, and 0-100, respectively). Results showed that the CFE gradually decreases as the proportion of identical cognates also decreases. These findings cannot be explained by mechanisms of response competition, but instead seem to imply a dynamic and language-specific top-down regulation of lexical activation.
Key words representation and processing of identical and non-identical cognates, cognate facilitation effect, stimulus list composition, Multilink model
Antje Muntendam, Florida State University, Tallahassee, Florida, USA; Centre for Language Studies, Radboud University, Nijmegen, The Netherlands
Remy van Rijswijk, Centre for Language Studies, Radboud University, Nijmegen, The Netherlands
Giulio Severijnen, Donders Centre for Cognition, Radboud University, Nijmegen, The Netherlands
Ton Dijkstra, Centre for Language Studies, Radboud University, Nijmegen, The Netherlands; Donders Centre for Cognition, Radboud University, Nijmegen, The Netherlands
Abstract We examined the effect of word stress position on bilingual auditory cognate processing. Turkish–Dutch early bilinguals who are dominant in their L2 (Dutch) performed an auditory lexical decision task in Turkish or Dutch. While Dutch has variable word stress, with a tendency for penultimate stress, stress in Turkish is mostly predictable and usually falls on the ultimate syllable. Our tasks included two-syllable cognates with penultimate stress in both languages, ultimate stress in both languages, or ultimate stress in Turkish and penultimate stress in Dutch. Some cognate facilitation effects arose in Dutch, while inhibition was found in Turkish. Cognates with ultimate stress were processed faster than cognates with penultimate stress, in both languages. This shows that in Turkish–Dutch early bilinguals, cognate processing depends on Turkish stress position, although Dutch is dominant. Together, the findings support the view that cognates have separate, though linked representations.
Key words Auditory word recognition, cognate processing, stress position, Turkish–Dutch bilinguals, language dominance
Cross-linguistic influence during online sentence processing in bilingual children
Chantal van Dijk, Centre for Language Studies, Radboud University, Nijmegen, The Netherlands
Ton Dijkstra, Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
Sharon Unsworth, Centre for Language Studies, Radboud University, Nijmegen, The Netherlands
Abstract To assess the presence of cross-linguistic influence, this study compared the processing of Dutch sentences by English–Dutch and German–Dutch bilingual and Dutch monolingual children in a self-paced listening task. We combined insights from studies on child bilingualism and adult second language acquisition. Sentence structures showing partial overlap between languages were investigated (long passives), as well as structures with complete or no overlap (verb second and verb third sentences). We found evidence for syntactic co-activation of overlapping structures in the form of inhibition during listening. Syntactic, and possibly lexical, overlap between languages, and language dominance modulated effects. In particular, online cross-linguistic influence was visible only in the German–Dutch group. Furthermore, effects were most pronounced when structures partially overlapped and were absent in non-overlapping structures. Effects of online cross-linguistic influence became stronger the more German-dominant children were. Our results indicate that syntactic co-activation across languages affects sentence processing in bilingual children.
Key words cross-linguistic influence, bilingual children, sentence processing, self-paced listening, surface overlap, language dominance
Amy S. Desroches, Department of Psychology, The University of Winnipeg, Winnipeg, Canada
Deanna C. Friesen, Faculty of Education, The University of Western Ontario, London, Canada
Matthew Teles, Chloe A. Korade, Department of Psychology, The University of Winnipeg, Winnipeg, Canada
Evan W. Forest, Department of Psychology, University of Manitoba, Winnipeg, Canada
Abstract This study examined whether bilinguals automatically activate lexical options from both of their languages when performing a picture matching task in their dominant language (L1) by using event related potentials. English–French bilinguals and English monolinguals performed a picture-spoken word matching task with three conditions: match (BEACH-“beach”), unrelated mismatch (BEACH-“tack”), and L2 onset competitor mismatch (BEACH-“plaid”; plaid sounds like plage, the French word for beach). Critically, bilinguals, but not monolinguals, showed reduced N400s for L2-cohort vs. unrelated mismatches. The results provide clear evidence that when bilinguals identify pictures, they automatically activate lexical options from both languages, even when expecting oral input from only their dominant language. N400 attenuation suggests bilinguals activate but do not expect L2 lexical options.
Key words Bilingualism, Cross-Language Phonology, N400, ERP
期刊简介
Bilingualism: Language and Cognition is an international peer-reviewed journal focusing on bilingualism from a linguistic, psycholinguistic, and neuroscientific perspective. The aims of the journal are to promote research on the bilingual and multilingual person and to encourage debate in the field. Areas covered include: bilingual language competence, bilingual language processing, bilingual language acquisition in children and adults, bimodal bilingualism, neurolinguistics of bilingualism in normal and brain-damaged individuals, computational modelling of bilingual language competence and performance, and the study of cognitive functions in bilinguals. The journal maintains an inclusive attitude to research involving all languages, and we specifically encourage the study of less well researched languages (including especially minority and minoritized languages) to increase our understanding of how language and cognition interact in the bilingual individual.
《双语：语言与认知》是一本国际同行评议的期刊，主要从语言学、心理语言学和神经科学的角度探讨双语现象。该杂志的目的是促进对双语和多语的人群的研究，并鼓励在该领域的争鸣。议题包括:双语语言能力、双语语言加工、儿童和成人双语语言习得、双模双语、正常人和脑损伤者双语能力的神经语言学、双语语言能力和表现的计算建模、双语者认知功能的研究。该杂志对涉及所有语言的研究持包容态度，我们特别鼓励对研究较少的语言(特别是少数民族和少数民族语言)的研究，以增加我们对双语人群语言和认知如何相互作用的理解。
官网地址：
https://www.cambridge.org/core/journals/bilingualism-language-and-cognition
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