scholarly journals Asymmetric Switch Costs in Numeral Naming and Number Word Reading: Implications for Models of Bilingual Language Production

2016 ◽  
Vol 6 ◽  
Author(s):  
Michael G. Reynolds ◽  
Sophie Schlöffel ◽  
Francesca Peressotti
Keyword(s):  
Language Production ◽  
Word Reading ◽  
Number Word ◽  
Switch Costs

Language-switch costs and dual-response costs in bimodal bilingual language production

2015 ◽  
Vol 20 (2) ◽  
pp. 418-434 ◽  
Author(s):  
EMILY KAUFMANN ◽  
ANDREA M. PHILIPP
Keyword(s):  
Sign Language ◽  
Language Production ◽  
Control Mechanisms ◽  
Language Switching ◽  
Switch Costs ◽  
Signed Language ◽  
Dual Response ◽  
Single Response ◽  
Mixing Costs ◽  
German Sign Language

In communication, different forms of language combinations are possible for bimodal bilinguals, who use a spoken and a signed language. They can either switch from one language to another (language switching) or produce a word and a sign simultaneously (language blending). The present study examines language control mechanisms in language switching and simultaneous bimodal language production, comparing single-response (German or German Sign Language) and dual-response trials (Blend of the German word and the German Sign Language sign). There were three pure blocks, one for each Target-response (German, German Sign Language, Blend), as well as mixed blocks, in which participants switched between all three Target-responses. We observed language mixing costs, switch costs and dual-response costs. Further, the data pattern showed a specific dual-response advantage for switching into a Blend (i.e., a dual-response trial), indicating the specific nature of a blended response in bimodal bilingual language production.

scholarly journals Are similar control processes implemented during single and dual language production? Evidence from switching between speech registers and languages

2019 ◽  
Vol 23 (3) ◽  
pp. 694-701 ◽  
Author(s):  
Mathieu Declerck ◽  
Iva Ivanova ◽  
Jonathan Grainger ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Language Production ◽  
Dual Language ◽  
Switch Cost ◽  
Language Switching ◽  
Stimulus Interval ◽  
Positive Correlation ◽  
Control Processes ◽  
Switch Costs ◽  
French And English

AbstractTo investigate whether similar control processes are used during single and dual language production, we compared register switching (formal and informal speech in the same language) vs. language switching (French and English). The results across two experiments showed a positive correlation of overall register- and language-switch costs and similar formal French switch costs across the two switching tasks. However, whereas increasing the cue-to-stimulus interval resulted in a reduction of language-switch costs, register-switch costs were unaffected by the interval manipulation. This difference in switch-cost pattern indicates that control processes are not entirely identical during single and dual language production.

Learning to read: English in comparison to six more regular orthographies

2003 ◽  
Vol 24 (4) ◽  
pp. 621-635 ◽  
Author(s):  
MIKKO ARO ◽  
HEINZ WIMMER
Keyword(s):  
Reading Fluency ◽  
Word Reading ◽  
Reading Performance ◽  
Number Word ◽  
Learning To Read ◽  
Number Words ◽  
Grade Levels ◽  
Pseudoword Reading ◽  
End Of Grade ◽  
High Level

Reading performance of English children in Grades 1–4 was compared with reading performance of German-, Dutch-, Swedish-, French-, Spanish-, and Finnish-speaking children at the same grade levels. Three different tasks were used: numeral reading, number word reading, and pseudoword reading. The pseudowords shared the letter patterns for onsets and rimes with the number words. The results showed that with the exception of English, pseudowords in the remaining orthographies were read with a high level of accuracy (approaching 90%) by the end of Grade 1. In contrast to accuracy, reading fluency for pseudowords was affected not only by regularity but also by other orthographic differences. The results highlight the need for a revision of English-based characterizations of reading development.

scholarly journals The Differential Role of Executive Functions in the Cognitive Control of Language Switching

Languages ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 19
Author(s):  
Jared A. Linck ◽  
John W. Schwieter ◽  
Gretchen Sunderman
Keyword(s):  
Working Memory ◽  
Cognitive Control ◽  
Executive Functions ◽  
Speech Production ◽  
Inhibitory Control ◽  
Language Production ◽  
Language Switching ◽  
Switch Costs ◽  
Language Control ◽  
Global And Local

Studies of bilingual speech production suggest that different executive functions (EFs) contribute to the cognitive control of language production. However, no study has simultaneously examined the relationship between different EFs and language control during online speech production. The current study examined individual differences in three EFs (working memory updating, inhibitory control, and task-set switching) and their relationship with performance in a trilingual language-switching task for a group of forty-seven native English (L1) speakers learning French (L2) and Spanish (L3). Analyses indicate complex interactions between EFs and language switching: better inhibitory control was related to smaller L1 switch costs, whereas better working memory was related to larger L1 switch costs. Working memory was also related to larger L2 switch costs, but only when switching from L1. These results support theories of cognitive control that implicate both global and local control mechanisms, and suggest unique contributions of each EF to both global and local cognitive control during language switching. Finally, we discuss the implications for theories of multilingual language control.

Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish

2002 ◽  
Vol 23 (1) ◽  
pp. 135-148 ◽  
Author(s):  
SYLVIA DEFIOR ◽  
FRANCISCO MARTOS ◽  
LUZ CARY
Keyword(s):  
Word Recognition ◽  
Reading Time ◽  
Word Reading ◽  
Number Word ◽  
Orthographic Transparency ◽  
Number Words ◽  
Relative Transparency ◽  
Pseudoword Reading ◽  
Phonological Errors ◽  
Lexical Errors

The present study examines the role of the relative transparency of Portuguese and Spanish orthographies in schoolchildren's word recognition procedures. Both Portuguese and Spanish may be considered as transparent orthographies. However, mappings at the grapheme–phoneme level are more consistent in Spanish than in Portuguese. Four groups of Portuguese and Spanish children from grades 1, 2, 3, and 4, who had been taught to read using a phonics-based approach, were given a Portuguese and a Spanish version of three different continuous reading tasks: numeral reading, number word reading, and pseudoword reading. Reading time per item was measured and errors noted. Improvement in reading time was observed in both orthographies from grades 1 to 4. There were no errors in numeral recognition and few children made errors in reading the number words. In pseudoword reading, the Spanish children were faster and made fewer errors than the Portuguese children. Errors in pseudoword reading were scored as phonological when leading to the production of another pseudoword and as lexical when involving refusals and/or the production of a real word. Portuguese children made more phonological errors than the Spanish group, and there was no difference in the number of lexical errors. The results are discussed in terms of the role played by the differing orthographic transparency of Spanish and Portuguese in young readers' word recognition procedures.

Bilingual language control across modalities

2019 ◽  
Vol 9 (4-5) ◽  
pp. 542-568 ◽  
Author(s):  
Esli Struys ◽  
Jill Surmont ◽  
Piet Van de Craen ◽  
Olga Kepinska ◽  
Maurits Van den Noort
Keyword(s):  
Young Adults ◽  
Language Comprehension ◽  
Verbal Fluency ◽  
Language Production ◽  
Switch Costs ◽  
Global Performance ◽  
Mixed Language ◽  
Language Control ◽  
Global Accuracy ◽  
Mixing Costs

Abstract Bilingual language control has previously been tested separately in tasks of language comprehension and language production. Whereas these studies have suggested that local control processes are selectively recruited during mixed-language production, the present study investigated whether measures of global control show the same dependence on modality, or are shared across modalities. Thirty-eight Dutch-French bilingual young adults participated by completing two tasks of bilingual language control in both modalities. Global accuracy on mixed-language comprehension was related to mixing costs on bilingual verbal fluency, but only when compared to the L2-baseline. Global performance on mixed-language production was related to forward (L1-to-L2) switch costs. Finally, a significant correlation was found between the mixing cost on verbal fluency and forward switch costs on the comprehension task. The results are interpreted as evidence for the involvement of monitoring processes in bilingual language control across modality. The results also highlight the relevance of language switch directionality.

scholarly journals Effects of Word Frequency and Transitional Probability on Word Reading Durations of Younger and Older Speakers

2016 ◽  
Vol 60 (2) ◽  
pp. 289-317 ◽  
Author(s):  
Cornelia Moers ◽  
Antje Meyer ◽  
Esther Janse
Keyword(s):  
Word Frequency ◽  
Language Production ◽  
Word Reading ◽  
Context Effects ◽  
Reading Aloud ◽  
Age Groups ◽  
Low Frequency ◽  
Transitional Probability ◽  
Adolescent Readers ◽  
Production Frequency

High-frequency units are usually processed faster than low-frequency units in language comprehension and language production. Frequency effects have been shown for words as well as word combinations. Word co-occurrence effects can be operationalized in terms of transitional probability (TP). TPs reflect how probable a word is, conditioned by its right or left neighbouring word. This corpus study investigates whether three different age groups–younger children (8–12 years), adolescents (12–18 years) and older (62–95 years) Dutch speakers–show frequency and TP context effects on spoken word durations in reading aloud, and whether age groups differ in the size of these effects. Results show consistent effects of TP on word durations for all age groups. Thus, TP seems to influence the processing of words in context, beyond the well-established effect of word frequency, across the entire age range. However, the study also indicates that age groups differ in the size of TP effects, with older adults having smaller TP effects than adolescent readers. Our results show that probabilistic reduction effects in reading aloud may at least partly stem from contextual facilitation that leads to faster reading times in skilled readers, as well as in young language learners.

Number-word reading as challenging task in dyslexia? An ERP study

2003 ◽  
Vol 51 (1) ◽  
pp. 69-83 ◽  
Author(s):  
Valéria Csépe ◽  
Dénes Szücs ◽  
Ferenc Honbolygó
Keyword(s):  
Word Reading ◽  
Number Word

scholarly journals Lexical Access in Comprehension vs. Production: Spatiotemporal Localization of Semantic Facilitation and Interference

2018 ◽  
Author(s):  
Julien Dirani ◽  
Liina Pylkkänen
Keyword(s):  
Lexical Access ◽  
Language Production ◽  
Word Reading ◽  
Insular Cortex ◽  
Semantic Relatedness ◽  
Motor Preparation ◽  
Object Naming ◽  
Inhibitory Effects ◽  
Preparation Stage ◽  
Spatiotemporal Localization

ABSTRACTHumans understand words faster when they are preceded by semantically related words. This facilitation is thought to result from spreading activation between words with similar meanings. Interestingly, in language production, semantic relatedness often has the opposite effect: in object naming for example, a related prior word delays the naming time of the current object. This could be due to competition during conceptual search or later interference at the motor preparation stage. However, no study has systematically compared the facilitory and inhibitory effects and thus their neurobiological relationship is unknown. We contrasted maximally parallel production and comprehension tasks during magnetoencephalography and found that in comprehension (specifically word reading), semantic relatedness modulated activity in the left middle STG at 180-335ms, consistent with prior findings on the spatiotemporal localization of lexical access. In contrast, a semantic interference pattern for the production task (object naming) occurred in a post-lexical time-window at 395-485ms in left posterior insular cortex, consistent with post-lexical motor preparation. Thus, our data show that semantic priming during comprehension and interference during production are not two sides of the same coin but rather they clearly dissociate in space and time, consistent with a lexical account for comprehension and a post-lexical one for production.Significance statementThe processing of semantically related words has been a central tool for understanding the organization of the mental lexicon. One striking observation is that semantic relatedness tends to be facilitory in comprehension but inhibitory in language production, perhaps because only production involves a conceptual search through semantically related candidates. The neurobiology of this contrast is not understood. Our magnetoencephalography results demonstrate that the facilitory pattern is first observed in classic left temporal lexical access regions at ~200ms, whereas the inhibitory pattern occurs later and in the insular cortex. These findings show that the two effects do not co-localize in space or time and suggest that the inhibitory effects in production stem from a late motor preparation stage.

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