We report the detailed non-Fermi-liquid (NFL) line shape of the dispersing excitation which defines the Fermi surface for quasi-one-dimensional Li 0.9 Mo 6 O 17 . The properties of Li 0.9 Mo 6 O 17 strongly suggest that the NFL behavior has a purely electronic origin. In relation to the theoretical Luttinger liquid line shape, we identify significant similarities, but also important differences.[S0031-9007(99)08752-9]

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Can bilingual exposure impact children’s neural circuitry for learning to read? To answer this question, we investigated the brain bases of morphological awareness, one of the key spoken language abilities for learning to read in English and Chinese. Bilingual Chinese-English and monolingual English children (N = 22, ages 7–12) completed morphological tasks that best characterize each of their languages: compound morphology in Chinese (e.g., basket+ball = basketball) and derivational morphology in English (e.g., re+ do = redo). In contrast to monolinguals, bilinguals showed greater activation in the left middle temporal region, suggesting that bilingual exposure to Chinese impacts the functionality of brain regions supporting semantic abilities. Similar to monolinguals, bilinguals showed greater activation in the left inferior frontal region [BA 45] in English than Chinese, suggesting that young bilinguals form language-specific neural representations. The findings offer new insights to inform bilingual and cross-linguistic models of language and literacy acquisition.

The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different languages. In the present study, we compared Chinese-English bilinguals and English monolinguals (ages 6–12, N=134) born and raised in the US on their English language and reading skills including vocabulary, phonological and morphological awareness, and word reading. We conducted whole group and subgroup analyses on younger participants to examine the extent of the effect. In monolinguals, phonological abilities directly predicted English word reading. In contrast, in bilinguals, both phonological and morphological abilities made an indirect contribution to English literacy via vocabulary knowledge, even though bilinguals had monolingual-like language and reading abilities in English. These findings offer new insights into the flexibility of the phonological and lexical pathways for learning to read.