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While the evidence for impoverished emotional reactions of bilinguals in their weaker second language (L2) accumulates, the underlying mechanisms of this effect remain poorly understood. Here, we investigate how unbalanced bilinguals' language-specific emotions vary depending on differences in language processing automaticity versus in language learning and use contexts. We analyzed behavioral emotional reactions in a hypothetical decision-making task with low emotional appeal, the Asian disease problem (Study 1) and pupil and valence responses to authentic narrative video advertising with high emotional appeal (Study 2). Both studies replicated the L2 emotion disadvantage. In decision-making, L2 reactions paralleled first language reactions under perceptual load. During the L2 narrative, the pupil dilated less because of reduced lexical access automaticity rather than in response to language-context factors. The findings suggest that bilinguals have language-independent emotional representations. Yet, they process emotional information conveyed in L2 less automatically, which triggers weaker emotional reactions. (PsycINFO Database Record

According to Chen's (2013) Linguistic Savings Hypothesis (LSH), our native language affects our economic behavior. We present three studies investigating how cross-linguistic differences in the grammaticalization of future-time reference (FTR) affect intertemporal choices. In a series of decision scenarios about finance and health issues, we let speakers of altogether five languages that represent FTR with increasing strength, that is, Chinese, German, Danish, Spanish, and English, choose between hypothetical sooner-smaller and later-larger reward options. While the LSH predicts a present-bias that increases with FTR-strength, our decision makers preferred later-larger options and this future-bias increased with FTR-strength. In multiple regressions, the FTR-strength effect persisted when controlled for socioeconomic and cultural differences. We discuss why our findings deviate from the LSH and ask in how far the FTR-strength effect represents a habitual constitution of linguistic relativity or an instance of online decision framing.

Zusammenfassung: Dieser Beitrag stellt die Grundzüge eines sprachwissenschaftlich und psycholinguistisch fundierten Modells zur Sprachförderkompetenz von pädagogischen Fachkräften im früh-und elementarpädagogischen Bereich vor. Ziel des Beitrags ist es, forschungsbasierte Kompetenzkriterien für die Aus-und Weiterbildung und letztlich auch für die Zertifizierung von Maßnahmen zur Förderung kindlicher Sprachkompetenz im vorschulischen Bereich zu präzisie-ren und zu diskutieren. Schlüsselwörter: Sprachförderung · Sprachliche Bildung · Frühpädagogik · SprachförderkompetenzAbstract: this paper introduces the basics of a (psycho)linguistically-oriented model of language-training competences of educators in pre-school and elementary education. It specifies competence criteria for language intervention based on psycholinguistic research. ultimately, these criteria will be useful for grounding the additional training of educators and for certifying competences in early language intervention.

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