Bilingualism: Language and Cognition最新文献

This longitudinal study investigates the development and interrelation of adolescent learners’ L2 English vocabulary knowledge and extramural English (EE) input. The study examines the longitudinal development of L2 English receptive vocabulary knowledge, EE input and the dynamics between L2 proficiency and EE input. Data were collected at four time points by administering vocabulary tests and questionnaires on EE activities. Generalized additive mixed models and growth curve models indicated significant vocabulary growth, particularly in the early years of secondary school, which slowed down toward the end of the study. EE activities such as gaming, social media and reading positively predicted vocabulary development, while watching television with L1 subtitles had a negative effect. Temporal network analysis revealed reciprocal relationships, suggesting that L2 proficiency influences EE input and vice versa. The findings underscore the importance of EE in L2 vocabulary development and highlight the dynamic interplay between language learning and extramural activities.

Most people are multilingual, and most multilinguals code-switch, yet the characteristics of code-switched language are not fully understood. We developed a chatbot capable of completing a Map Task with human participants using code-switched Spanish and English. In two experiments, we prompted the bot to code-switch according to different strategies, examining (1) the feasibility of such experiments for investigating bilingual language use and (2) whether participants would be sensitive to variations in discourse and grammatical patterns. Participants generally enjoyed code-switching with our bot as long as it produced predictable code-switching behavior; when code-switching was random or ungrammatical (as when producing unattested incongruent mixed-language noun phrases, such as ‘la fork’), participants enjoyed the task less and were less successful at completing it. These results underscore the potential downsides of deploying insufficiently developed multilingual language technology, while also illustrating the promise of such technology for conducting research on bilingual language use.

Older adults commonly experience declines in cognitive control, which significantly impacts their well-being. Although intensive language training, particularly interpreting, holds potential for mitigating these declines, its efficacy remains largely unexplored. Based on previous findings in the literature (especially our theoretical framework on interpreting), we designed a 24-hour programme of Between-Dialect Interpreting Training (BIT). Using a pretest-intervention-posttest design, we evaluated the efficacy of the BIT (over 8 weeks) against a control group on general cognitive ability (MoCA) and core cognitive control functions – working memory (via listening span and digit backward tasks), interference control (via Stroop and Flanker tasks) and cognitive flexibility (via colour-shape task and WCST). Results demonstrated notable between-group differences favouring the BIT, with significant improvements in listening span, Stroop effect and Stroop global RT, colour-shape switch cost and marginal improvements in digit backward score and MoCA. The implications of how language training promotes cognitive health during ageing are discussed.

This study investigated the hypothesis that 9- to 11-month-old multilingual infants learning Advanced Tongue Root (ATR) harmony languages (such as Akan) alongside other non-vowel harmony languages in Ghana (Africa) can use ATR harmony cues for speech segmentation. Using the central fixation procedure, infants were familiarized with bisyllabic words in two passages, one with ATR cues and one without, and then tested on isolated familiarized and novel bisyllabic words. Results indicate that, as a group, infants segmented words in their native language using ATR harmony cues, showing a familiarity preference. No effect of exposure to ATR harmony language(s) was found. These results provide the first evidence of word segmentation in infants learning between two and five languages, and with infants in Africa. The findings contribute to our understanding of multilingual infants’ language processing, suggesting their sensitivity to phonotactic cues for speech processing.

Individuals differ in a range of processes related to reading comprehension, including working memory capacity, decoding skills, inference making and main idea identification. In this exploratory study, we examined evoked potential N400 amplitude during reading comprehension tasks and focused on identifying the main idea in the text, modulated by working memory capacity. Participants included monolinguals or bilinguals who were either typical readers (n = 33) or had been diagnosed with dyslexia (n = 19). Analyses revealed significant group differences for main idea conditions. Participants with dyslexia showed greater N400 amplitude than typical readers, particularly in the right hemisphere, when the main idea was in the last position in the paragraph. There were no significant differences in performance between bilinguals and monolinguals, which does not support the idea of a cognitive advantage for bilingualism. It was noteworthy that, if they had dyslexia, they were similarly negatively impacted by their reading disability. Findings highlight the processing advantages typical readers have relative to dyslexia.

What is the optimal level of questionnaire detail required to measure bilingual language experience? This empirical evaluation compares alternative measures of language exposure of varying cost (i.e., questionnaire detail) in terms of their performance as predictors of oral language outcomes. The alternative measures were derived from Q-BEx questionnaire data collected from a diverse sample of 121 heritage bilinguals (5–9 years of age) growing up in France, the Netherlands and the UK. Outcome data consisted of morphosyntax and vocabulary measures (in the societal language) and parental estimates of oral proficiency (in the heritage language). Statistical modelling exploited information-theoretic and cross-validation approaches to identify the optimal language exposure measure. Optimal cost–benefit was achieved with cumulative exposure (for the societal language) and current exposure in the home (for the heritage language). The greatest level of questionnaire detail did not yield more reliable predictors of language outcomes.

Although bilinguals use both auditory and visual cues, the cognitive cost of language switching in audiovisual contexts is unclear. We investigated the cost in Tibetan–Chinese bilinguals using a task with audiovisual, visual and auditory modalities. In Study 1, the audiovisual modality yielded the fastest reaction times, reflecting improved processing efficiency. ERP data revealed smaller positive amplitudes in the early window (200–350 ms) for audiovisual modality, indicating reduced neural demand, while only auditory modality showed significant divergence in the later window (350–700 ms). Moreover, audiovisual context, L2-to-L1 switching and early neural responses predicted switching behavior. Study 2 replicated the behavioral and ERP findings of Study 1 and demonstrated that auditory input and second-language processing exacerbated switch costs. These findings shed light on multisensory integration in language switching by demonstrating that audiovisual cues reduce switch costs, whereas auditory input and second-language processing exacerbate them, with implications for language education and cognitive interventions.

Bilinguals simultaneously activate both languages during word retrieval. False cognates, words overlapping in form but not meaning across languages, typically trigger crosslinguistic interference relative to non-cognates. Crosslinguistic interference resolution can be impaired in bilinguals with stroke-induced aphasia, yet little is known about the neural dynamics supporting these interference resolution processes. We recorded scalp electroencephalography in 21 age-matched controls and five bilinguals with aphasia participating in a picture-word interference paradigm eliciting crosslinguistic interference and a nonlinguistic spatial Stroop task. Bilinguals with aphasia showed lower performance than age-matched controls and crosslinguistic interference was present across both groups. A medial frontal component peaking around 400 ms post stimulus presentation was present in controls across tasks but was absent in the linguistic task in bilinguals with aphasia. This suggests that while bilinguals typically engage the medial frontal cortex to resolve crosslinguistic interference, this mechanism is disrupted in bilinguals with aphasia.

This longitudinal study examined the cognitive development of Spanish children from monolingual backgrounds attending schools with varying levels of English exposure (13%–83%) to assess whether higher L2 exposure results in advantages over time. 229 children (ages 6–7) completed background (nonverbal reasoning (NVR), working memory (WM), L1 vocabulary, L2 vocabulary) and experimental tests measuring attentional/executive functions (selective attention, divided attention, switching, inhibition) at the beginning and end of year 1 of primary education. Generalized linear mixed-effects models, accounting for factors such as family educational level, onset of L2 exposure and language exposure outside of school, indicated that children’s cognitive skills benefit from (high) L2 exposure at school, with greater L2 exposure being linked to more enhanced attentional/executive skills as well as to a larger L2 vocabulary. These findings support the positive effects of immersion programs, suggesting that L2 exposure in school settings alone can contribute to more developed attentional/executive skills.

We corroborate findings showing a disparity in one’s willingness to update political beliefs in the face of counterevidence among bilinguals, examining the role of the Foreign Language effect (FLe) on belief maintenance. 133 Liberal English-Spanish bilinguals and 70 English monolinguals showed that belief change on political issues is lesser than on nonpolitical issues following counterevidence. Bilinguals, however, showed greater change in the second language (L2) compared to the first and greater belief change than the monolinguals overall. The second language also led to slower reading and rating times across all conditions, which corresponded with greater belief change. Among bilinguals using their L2, those most likely to show belief change reported having a less meaningful connection to the foreign language.