Previous studies revealed structural differences in cerebellar regions between monolinguals and bilinguals. However, the effect of bilingual experiences on cerebellar functional neuroplasticity remains unclear. Using resting-state functional magnetic resonance imaging (fMRI) data, we compared cerebellar functional connectivity (FC) between monolinguals and bilinguals, and then examined how age of second language acquisition (AoA-L2), immersion of L2 (Immersion-L2), proficiency level of L2 (PL-L2) and usage of L2 (Usage-L2) influence cerebellar FC in bilinguals. We found monolinguals exhibited increased FC between lobules VI, VIIIa and superior temporal gyrus. Increased AoA-L2 was related to decreased cerebello-cortical FC involving lobules VI, CrusI and precentral gyrus. Increased Immersion-L2 was associated with decreased cerebello-orbitofrontal FC. Higher PL-L2 corresponded to stronger cerebellar FC with posterior cingulate gyrus. Bilinguals who used L2 more frequently at home exhibited decreased cerebellar FC, while increased social Usage-L2 was associated with increased FC. These findings highlight bilingualism’s impact on cerebellar functional neuroplasticity, shaped by different bilingual experiences.
{"title":"The effect of bilingualism on the functional neuroplasticity of the cerebellum","authors":"Xiaojin Liu, Xin Tong, Ying Yang, Yuqi Liang, Shan Jiang, Yongqiang Jiang, Naiyi Wang","doi":"10.1017/s1366728925100734","DOIUrl":"https://doi.org/10.1017/s1366728925100734","url":null,"abstract":"<p>Previous studies revealed structural differences in cerebellar regions between monolinguals and bilinguals. However, the effect of bilingual experiences on cerebellar functional neuroplasticity remains unclear. Using resting-state functional magnetic resonance imaging (fMRI) data, we compared cerebellar functional connectivity (FC) between monolinguals and bilinguals, and then examined how age of second language acquisition (AoA-L2), immersion of L2 (Immersion-L2), proficiency level of L2 (PL-L2) and usage of L2 (Usage-L2) influence cerebellar FC in bilinguals. We found monolinguals exhibited increased FC between lobules VI, VIIIa and superior temporal gyrus. Increased AoA-L2 was related to decreased cerebello-cortical FC involving lobules VI, CrusI and precentral gyrus. Increased Immersion-L2 was associated with decreased cerebello-orbitofrontal FC. Higher PL-L2 corresponded to stronger cerebellar FC with posterior cingulate gyrus. Bilinguals who used L2 more frequently at home exhibited decreased cerebellar FC, while increased social Usage-L2 was associated with increased FC. These findings highlight bilingualism’s impact on cerebellar functional neuroplasticity, shaped by different bilingual experiences.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"7 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145535515","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}
Pub Date : 2025-11-18DOI: 10.1017/s1366728925100680
Fernando Martín-Villena, Cristóbal Lozano, Antonella Sorace
The present study investigates whether L1 Spanish-L2 English instructed and immersed adult sequential bilinguals show L1 attrition effects in the oral production of subject referring expressions in topic continuity. We tested the predictions from the Pragmatic Principles Violation Hypothesis and controlled for two factors that modulate rates of overproduction, namely antecedent distance and the number of potential antecedents. The results from two oral retelling tasks showed that instructed and immersed bilinguals significantly employ more overt material where functional monolinguals resort to the use of null pronouns. Moreover, factors such as antecedent distance and the number of potential antecedents arguably influence the production of the bilingual groups more strongly. Overall, L1 attrition effects are observed in both L2-immersed and L2-instructed bilinguals. However, attrition effects appear to be milder in instructed bilinguals, who sometimes pattern with functional monolinguals. These results call for new avenues within L1 attrition.
{"title":"L1 morphosyntactic attrition in instructed and immersed bilinguals: modulators of redundancy in oral production","authors":"Fernando Martín-Villena, Cristóbal Lozano, Antonella Sorace","doi":"10.1017/s1366728925100680","DOIUrl":"https://doi.org/10.1017/s1366728925100680","url":null,"abstract":"<p>The present study investigates whether L1 Spanish-L2 English instructed and immersed adult sequential bilinguals show L1 attrition effects in the oral production of subject referring expressions in topic continuity. We tested the predictions from the Pragmatic Principles Violation Hypothesis and controlled for two factors that modulate rates of overproduction, namely antecedent distance and the number of potential antecedents. The results from two oral retelling tasks showed that instructed and immersed bilinguals significantly employ more overt material where functional monolinguals resort to the use of null pronouns. Moreover, factors such as antecedent distance and the number of potential antecedents arguably influence the production of the bilingual groups more strongly. Overall, L1 attrition effects are observed in both L2-immersed and L2-instructed bilinguals. However, attrition effects appear to be milder in instructed bilinguals, who sometimes pattern with functional monolinguals. These results call for new avenues within L1 attrition.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145535516","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}
Sound symbolism refers to a non-arbitrary relationship between speech and non-speech sounds and their meaning. We investigated whether bilingual individuals, due to their exposure to diverse linguistic systems, exhibit an advantage in this domain compared to monolinguals, or whether this ability relies on universal mechanisms independent of linguistic background. Ninety-four bilingual (spoken languages: Italian and at least another language; age ranging from 22 to 66 years, M = 35.31, SE = 1.26) and 101 monolingual participants (all Italian speakers; age ranging from 22 to 64 years, M = 36.05, SE = 1.16) were presented with 120 words from four unknown languages and asked to infer their meaning from three alternatives. Results confirmed the presence of sound symbolism, as overall performance was significantly higher than chance, but no significant differences emerged between monolinguals and bilinguals, suggesting that sound symbolism is an automatic cognitive mechanism, independent of prior linguistic experience.
语音符号是指语音和非语音及其意义之间的非任意关系。我们调查了双语个体是否由于接触多种语言系统而在这一领域比单语个体表现出优势，或者这种能力是否依赖于独立于语言背景的普遍机制。94名双语（口语：意大利语和至少另一种语言；年龄在22至66岁之间，M = 35.31, SE = 1.26）和101名单语参与者（均为意大利语使用者；年龄在22至64岁之间，M = 36.05, SE = 1.16）被提出来自四种未知语言的120个单词，并被要求从三个替代词中推断其含义。结果证实了声音象征主义的存在，因为整体表现明显高于偶然性，但在单语者和双语者之间没有显著差异，这表明声音象征主义是一种独立于先前语言经验的自动认知机制。
{"title":"Sound symbolism in monolingual and bilingual speakers. How does bilingualism influence sound symbolism?","authors":"Anita D’Anselmo, Giulia Prete, Tania Zulli, Michele D’Attilio, Vittoria Perrotti, Raffaella Franciotti, Luca Tommasi","doi":"10.1017/s1366728925100679","DOIUrl":"https://doi.org/10.1017/s1366728925100679","url":null,"abstract":"<p>Sound symbolism refers to a non-arbitrary relationship between speech and non-speech sounds and their meaning. We investigated whether bilingual individuals, due to their exposure to diverse linguistic systems, exhibit an advantage in this domain compared to monolinguals, or whether this ability relies on universal mechanisms independent of linguistic background. Ninety-four bilingual (spoken languages: Italian and at least another language; age ranging from 22 to 66 years, M = 35.31, SE = 1.26) and 101 monolingual participants (all Italian speakers; age ranging from 22 to 64 years, M = 36.05, SE = 1.16) were presented with 120 words from four unknown languages and asked to infer their meaning from three alternatives. Results confirmed the presence of sound symbolism, as overall performance was significantly higher than chance, but no significant differences emerged between monolinguals and bilinguals, suggesting that sound symbolism is an automatic <span>cognitive mechanism,</span> independent of prior linguistic experience.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"93 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145535518","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}
Pub Date : 2025-11-13DOI: 10.1017/s1366728925100722
Evangelia Daskalaki, Aretousa Giannakou, Christina Haska, Vasiliki Chondrogianni
This study aims to understand how cross-linguistic influence (CLI) and heritage language (HL) use influence children’s HL acquisition of vocabulary, reference, and word order. To this end, we compared elicited production data collected from two groups of child heritage speakers: a group of Greek-English bilingual children (Mean Age: 10;11) residing in North America and a group of Greek-Spanish bilingual children (Mean Age: 10;09) residing in South America. Because Greek is closer to Spanish than to English in all three domains of interest, the ‘Greek-English’ and ‘Greek-Spanish’ dyads are ideal for the study of CLI and its role on HL acquisition. Regression analyses revealed that the South American group outperformed the North American group, despite receiving an overall lower amount of Greek input. Thus, above and beyond input, the typological proximity with the ML may boost children’s HL performance across domains of HL development.
{"title":"Switching the majority language: The case of heritage Greek in North and South America","authors":"Evangelia Daskalaki, Aretousa Giannakou, Christina Haska, Vasiliki Chondrogianni","doi":"10.1017/s1366728925100722","DOIUrl":"https://doi.org/10.1017/s1366728925100722","url":null,"abstract":"This study aims to understand how cross-linguistic influence (CLI) and heritage language (HL) use influence children’s HL acquisition of vocabulary, reference, and word order. To this end, we compared elicited production data collected from two groups of child heritage speakers: a group of Greek-English bilingual children (Mean Age: 10;11) residing in North America and a group of Greek-Spanish bilingual children (Mean Age: 10;09) residing in South America. Because Greek is closer to Spanish than to English in all three domains of interest, the ‘Greek-English’ and ‘Greek-Spanish’ dyads are ideal for the study of CLI and its role on HL acquisition. Regression analyses revealed that the South American group outperformed the North American group, despite receiving an overall lower amount of Greek input. Thus, above and beyond input, the typological proximity with the ML may boost children’s HL performance across domains of HL development.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"54 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145498986","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}
Pub Date : 2025-11-11DOI: 10.1017/s1366728925100746
Evelina Leivada, Lara Kelly-Iturriaga, Camilla Masullo, Marit Westergaard, Jason Rothman
It has been argued that under certain conditions bilingualism can confer adaptations to the human mind and brain. Among the possible moderators of such adaptations, language distance occupies a distinctly ambiguous role. Equally unclear is the directionality of the effect, as juggling different languages may become more or less cognitively costly depending on how (dis)similar competing alternatives are. If different language pairings entail that a different degree of cognitive effort is needed to manage bilingualism, language distance asymmetries are predicted to differentially contribute to the robustness of bilingual adaptations. In this systematic review and Bayesian analysis, we find strong evidence for a distance effect in bilingualism, but mixed evidence concerning its directionality in terms of being more pronounced in similar versus distant languages. We chart the extreme variability that exists across studies, highlighting the need for developing ecologically accepted metrics of what counts as similar in language processing.
{"title":"The unpredictable role of language distance in bilingual cognition: A systematic review from brain to behavior","authors":"Evelina Leivada, Lara Kelly-Iturriaga, Camilla Masullo, Marit Westergaard, Jason Rothman","doi":"10.1017/s1366728925100746","DOIUrl":"https://doi.org/10.1017/s1366728925100746","url":null,"abstract":"It has been argued that under certain conditions bilingualism can confer adaptations to the human mind and brain. Among the possible moderators of such adaptations, language distance occupies a distinctly ambiguous role. Equally unclear is the directionality of the effect, as juggling different languages may become more or less cognitively costly depending on how (dis)similar competing alternatives are. If different language pairings entail that a different degree of cognitive effort is needed to manage bilingualism, language distance asymmetries are predicted to differentially contribute to the robustness of bilingual adaptations. In this systematic review and Bayesian analysis, we find strong evidence for a distance effect in bilingualism, but mixed evidence concerning its directionality in terms of being more pronounced in similar versus distant languages. We chart the extreme variability that exists across studies, highlighting the need for developing ecologically accepted metrics of what counts as similar in language processing.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145485673","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}
Pub Date : 2025-11-03DOI: 10.1017/s1366728925100709
Haerim Hwang, Kitaek Kim
This study examines the effects of cue validity, proficiency, and immersion experience on the predictive processing of there -associated nouns in expletive sentences. A visual-world eye-tracking task manipulated the validity of the predictive cue by varying verb number (singular; plural) and aspect (simple; perfect): For example, There {is/are/has been/have been} just {one apple/two apples}. The results show that both L1 speakers and L2 learners predicted the target nouns within the predictive region. However, the prediction speed slowed down as cue validity decreased: Singular verbs with the perfect aspect elicited the slowest predictions, followed by singular verbs with the simple aspect and then plural verbs, regardless of the aspect. Furthermore, immersion experience, and not proficiency, affected the L2 predictive processing, with only immersed learners exhibiting predictive patterns. These results suggest that both L1 speakers and L2 learners engage in prediction, but the robustness/timing of their predictions is influenced by linguistic and individual factors.
{"title":"Prediction of there -associated nouns based on verbs in expletive sentences: Effects of cue validity, proficiency, and immersion experience","authors":"Haerim Hwang, Kitaek Kim","doi":"10.1017/s1366728925100709","DOIUrl":"https://doi.org/10.1017/s1366728925100709","url":null,"abstract":"This study examines the effects of cue validity, proficiency, and immersion experience on the predictive processing of <jats:italic>there</jats:italic> -associated nouns in expletive sentences. A visual-world eye-tracking task manipulated the validity of the predictive cue by varying verb number (singular; plural) and aspect (simple; perfect): For example, <jats:italic> There {is/are/has been/have been} <jats:underline>just</jats:underline> {one apple/two apples}. </jats:italic> The results show that both L1 speakers and L2 learners predicted the target nouns within the predictive region. However, the prediction speed slowed down as cue validity decreased: Singular verbs with the perfect aspect elicited the slowest predictions, followed by singular verbs with the simple aspect and then plural verbs, regardless of the aspect. Furthermore, immersion experience, and not proficiency, affected the L2 predictive processing, with only immersed learners exhibiting predictive patterns. These results suggest that both L1 speakers and L2 learners engage in prediction, but the robustness/timing of their predictions is influenced by linguistic and individual factors.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"65 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145427720","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}
Pub Date : 2025-11-03DOI: 10.1017/s1366728925100692
Noèlia Sanahuja, Ruth de Diego-Balaguer, Kepa Erdocia
Cognates’ cross-linguistic formal similarity causes them to be more activated than non-cognates. Based on the Modular Online Growth and Use of Language framework (Sharwood Smith & Truscott, 2014, The Multilingual Mind: A Modular Processing Perspective , Cambridge University Press), the stronger activation of cognates compared to non-cognates should spread to any L2 structures containing them, leading to greater syntax learning. This should occur for cross-linguistically dissimilar structures but not for cross-linguistically similar ones, processed using L1 syntax. In Experiment 1, two groups of Spanish natives learnt Spanish–Basque non-cognate nouns and cognate or non-cognate verbs. Then, they were exposed to L2 structures dissimilar to Spanish via sentence–picture pairs. A picture-description task with non-cognates tested syntax learning. In Experiment 2, the learning targets were L2 structures similar to Spanish. Exposure to the structures with cognates, as opposed to non-cognates, resulted in greater learning only in Experiment 1. From this, we conclude that cognates facilitate L2 syntax acquisition, but only when the structures cannot be processed using the native language.
同源词的跨语言形式相似性使它们比非同源词更活跃。基于模块化在线语言成长和使用框架（Sharwood Smith &; Truscott, 2014, the Multilingual Mind: A Modular Processing Perspective, Cambridge University Press），同源词比非同源词更强的激活应该传播到包含它们的任何第二语言结构，从而导致更好的语法学习。这应该发生在跨语言不相似的结构中，而不是使用L1语法处理的跨语言相似的结构中。在实验1中，两组西班牙本地人学习西班牙-巴斯克语非同源名词和同源或非同源动词。然后，他们通过句子-图片对接触与西班牙语不同的第二语言结构。一个带有非同源词的图片描述任务测试了语法学习。在实验2中，学习目标为与西班牙语相似的二语结构。只有在实验1中，与非同源词相比，接触同源词的结构导致了更好的学习效果。由此，我们得出结论，同源词促进第二语言语法习得，但只有当结构不能使用母语处理时。
{"title":"The influence of cognate verbs on adults’ acquisition of cross-linguistically similar and dissimilar L2 structures","authors":"Noèlia Sanahuja, Ruth de Diego-Balaguer, Kepa Erdocia","doi":"10.1017/s1366728925100692","DOIUrl":"https://doi.org/10.1017/s1366728925100692","url":null,"abstract":"Cognates’ cross-linguistic formal similarity causes them to be more activated than non-cognates. Based on the Modular Online Growth and Use of Language framework (Sharwood Smith & Truscott, 2014, <jats:italic>The Multilingual Mind: A Modular Processing Perspective</jats:italic> , Cambridge University Press), the stronger activation of cognates compared to non-cognates should spread to any L2 structures containing them, leading to greater syntax learning. This should occur for cross-linguistically dissimilar structures but not for cross-linguistically similar ones, processed using L1 syntax. In Experiment 1, two groups of Spanish natives learnt Spanish–Basque non-cognate nouns and cognate or non-cognate verbs. Then, they were exposed to L2 structures dissimilar to Spanish via sentence–picture pairs. A picture-description task with non-cognates tested syntax learning. In Experiment 2, the learning targets were L2 structures similar to Spanish. Exposure to the structures with cognates, as opposed to non-cognates, resulted in greater learning only in Experiment 1. From this, we conclude that cognates facilitate L2 syntax acquisition, but only when the structures cannot be processed using the native language.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"91 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145427721","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}
Pub Date : 2025-10-30DOI: 10.1017/s1366728925100710
Camilla Simoncelli, Maria Kihlstedt
Color perception is influenced by lexical categories. Previous research shows that languages partition the color spectrum in unique ways, leading to faster discrimination between colors belonging to different categories (Kay & Kempton, 1984; Winawer et al., 2007). The influence of color names on perception in bilinguals is not conclusive. In Italian, dark and light blues are distinguished as separate categories ( blu and azzurro ), while French speakers use bleu for both. We tested French–Italian bilinguals in a speeded color discrimination task, where language was indirectly involved, and compared the results with monolingual controls. Bilinguals tended to align with Italian monolinguals, as Italian categories dominated their perception of blue hues, but also showed some French-like behavior, reflecting the stability of the dark blue category. Bilinguals, therefore, process color through a mix of both languages, suggesting that language plays a key role in bilingual cognition, whose perception is shaped by more complex processes.
色彩感知受词汇范畴的影响。先前的研究表明，语言以独特的方式划分光谱，从而更快地区分属于不同类别的颜色（Kay & Kempton, 1984; Winawer et al., 2007）。颜色名称对双语者感知的影响尚无定论。在意大利语中，深蓝和浅蓝被区分为不同的类别（blu和azzurro），而法语使用者则将两者都称为bleu。我们测试了法语-意大利语双语者的快速颜色辨别任务，其中语言间接参与，并将结果与单语对照进行了比较。双语者倾向于与意大利语单语者保持一致，因为意大利语类别主导了他们对蓝色色调的感知，但也表现出一些类似法语的行为，反映了深蓝色类别的稳定性。因此，双语者通过两种语言的混合来处理颜色，这表明语言在双语认知中起着关键作用，其感知是由更复杂的过程形成的。
{"title":"Lexical color categories in balanced proficient bilinguals: the case of blue","authors":"Camilla Simoncelli, Maria Kihlstedt","doi":"10.1017/s1366728925100710","DOIUrl":"https://doi.org/10.1017/s1366728925100710","url":null,"abstract":"Color perception is influenced by lexical categories. Previous research shows that languages partition the color spectrum in unique ways, leading to faster discrimination between colors belonging to different categories (Kay & Kempton, 1984; Winawer et al., 2007). The influence of color names on perception in bilinguals is not conclusive. In Italian, dark and light blues are distinguished as separate categories ( <jats:italic>blu</jats:italic> and <jats:italic>azzurro</jats:italic> ), while French speakers use <jats:italic>bleu</jats:italic> for both. We tested French–Italian bilinguals in a speeded color discrimination task, where language was indirectly involved, and compared the results with monolingual controls. Bilinguals tended to align with Italian monolinguals, as Italian categories dominated their perception of blue hues, but also showed some French-like behavior, reflecting the stability of the dark blue category. Bilinguals, therefore, process color through a mix of both languages, suggesting that language plays a key role in bilingual cognition, whose perception is shaped by more complex processes.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"39 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145396847","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}
Pub Date : 2025-10-27DOI: 10.1017/s1366728925100667
Ruirui Jia, Nan Jiang
The study investigated the strength of L2 form-meaning connections among advanced L2 speakers. Two unmasked intralingual L2 semantic priming experiments were conducted, with lexical decision and semantic categorization tasks. Thirty-eight native English speakers and 40 advanced Chinese learners of English were tested in each task. The stimuli involved L2 word targets that were preceded by either a related L2 prime or an unrelated one. Previous research has used the lexical decision task in this investigation, and the semantic task was also used in the present study to boost the involvement of conceptual connections in L2 processing. Consistent with previous findings, native English speakers showed a reliable priming effect in both tasks, but English L2 speakers showed no priming effect in either task. No task effect was found in either group. The findings provided further evidence for a weaker L2 form-meaning connection among advanced L2 speakers.
{"title":"Examining strength of L2 form-meaning connection: A study of intralingual L2 semantic priming","authors":"Ruirui Jia, Nan Jiang","doi":"10.1017/s1366728925100667","DOIUrl":"https://doi.org/10.1017/s1366728925100667","url":null,"abstract":"The study investigated the strength of L2 form-meaning connections among advanced L2 speakers. Two unmasked intralingual L2 semantic priming experiments were conducted, with lexical decision and semantic categorization tasks. Thirty-eight native English speakers and 40 advanced Chinese learners of English were tested in each task. The stimuli involved L2 word targets that were preceded by either a related L2 prime or an unrelated one. Previous research has used the lexical decision task in this investigation, and the semantic task was also used in the present study to boost the involvement of conceptual connections in L2 processing. Consistent with previous findings, native English speakers showed a reliable priming effect in both tasks, but English L2 speakers showed no priming effect in either task. No task effect was found in either group. The findings provided further evidence for a weaker L2 form-meaning connection among advanced L2 speakers.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"72 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145381828","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}
Pub Date : 2025-10-27DOI: 10.1017/s1366728925100631
Sümeyye Koşkulu-Sancar, Jasmijn Stolvoort, Naomi Oppeneer, Rick de Graaff, Johanne Paradis, Elena Tribushinina
This study examines the underlying mechanisms driving the bilingual advantage in learning English as a foreign language (EFL) among kindergarten-aged children. Participants included 85 Dutch-speaking monolinguals and 34 bilingual children. We assessed children’s English vocabulary and grammar as the outcome variables. Furthermore, phonological awareness, executive functions and motivation to learn English were measured as potential mediators of the bilingualism–EFL relationship. We also controlled for child age, non-verbal IQ, Dutch (majority language) proficiency, intensity of school English instruction, parental education and exposure to English activities. Results showed that bilingual children outperformed monolinguals in English receptive vocabulary, but only for noncognate words; no differences emerged for cognate words or English grammar. However, none of the proposed mediators explained this advantage. Findings are discussed in terms of why the effect was limited to vocabulary and potential alternative mechanisms not explored in the present study.
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