The Mental Lexicon - Volume 3, Issue 3, 2008

This study explores how proficiency in a second language determines the way that lexical and semantic representations are functionally connected in bilingual memory by testing three groups of participants (beginning and intermediate Spanish-Catalan learners and highly proficient bilinguals). The experiment reported examines how form and semantic manipulations affect the performance of these groups in a translation recognition task using three types of word relations (very close and close semantically related word pairs and form-related pairs). The results reveal that form manipulation affects the performance of the three participant groups, whereas the influence of semantic relations depends on the participants’ level of proficiency. Results are discussed within the framework of the Revised Hierarchical Model (Kroll & Stewart, 1994).

The goal of the present study was to examine whether cross-language activation of a bilingual’s native language influences the processing of lexical ambiguity within a second language. Highly proficient Spanish-English bilinguals performed a semantic verification task in which sentence frames were followed by the presentation of the final word of the sentence (the prime word). Participants then decided whether a follow-up target word was related to the meaning of the sentence. On critical trials the sentences ended in a semantically ambiguous word that was either a cognate with Spanish (e.g., novel), or a noncognate control matched on frequency and length (e.g., fast). The preceding sentence context biased the subordinate meaning (e.g., new; refrain from eating) and targets were related to the irrelevant, dominant meaning (e.g., BOOK; SPEED). Mean reaction times and error rates were greater when the prime words were ambiguous cognates than when they were ambiguous noncognates. This suggests that the semantic representations from the native language were coactivated and increased the lexical competition from the shared, dominant meaning. Implications for second language vocabulary acquisition and current models of reading are discussed.

In this study we compared second language (L2) vocabulary learning with real objects versus nonobjects as referents (a) to test the effects of increased semantic processing (when learning nonobjects) and (b) to assess the viability of using L2 vocabulary learning with nonobjects (which forces learners toward concept mediation) for future studies on the development of conceptual mediation. Native English speakers attempted to learn 24 pseudowords using real objects and nonobjects as referents. After the learning phase, they completed two posttests: picture-to-L2 recall (productive) and word-picture verification (receptive). Scores were submitted to analyses of variance with condition (object, nonobject) as a within-subject independent variable. Other analyses tested whether object familiarity and nonobject similarity ratings had an effect on participants’ ability to learn the words. Regression analyses were used to test whether condition (object, nonobject) affected the participants’ accuracy in learning the words on the word-picture verification task. Additional analyses were also performed on the extent to which the mismatch between learning and testing as objects and nonobjects affected accuracy. The results of the study suggest that (a) the additional semantic processing involved in learning with nonobjects decreases learners’ ability to learn new word forms and that (b) L2 vocabulary learning with objects and nonobjects is a viable experimental paradigm for measuring the extent to which L2 vocabulary learning involves L1 lexical mediation.

Many recent studies demonstrate that both languages are active when bilinguals and second language (L2) learners are reading, listening, or speaking one language only. The parallel activity of the two languages has been hypothesized to create competition that must be resolved. Models of bilingual lexical access have proposed an inhibitory control mechanism to effectively limit attention to the intended language (e.g., Green, 1998). Critically, other recent research suggests that a lifetime of experience as a bilingual negotiating the competition across the two languages confers a set of benefits to cognitive control processes more generally (e.g., Bialystok, Craik, Klein, & Viswanathan, 2004). However, few studies have examined the consequences of individual differences in inhibitory control for performance on language processing tasks. The goal of the present work was to determine whether there is a relation between enhanced executive function and performance for L2 learners and bilinguals on lexical comprehension and production tasks. Data were analyzed from two studies involving a range of language processing tasks, a working memory measure, and also the Simon task, a nonlinguistic measure of inhibitory control. The results demonstrate that greater working memory resources and enhanced inhibitory control are related to a reduction in cross-language activation in a sentence context word naming task and a picture naming task, respectively. Other factors that may be related to inhibitory control are identified. The implications of these results for models of bilingual lexical comprehension and production are discussed.