Constraints on parallel activation in bilingual spoken language processing: Examining proficiency and lexical status using eye-tracking

Blumenfeld, Henrike K.; Marian, Viorica

doi:10.1080/01690960601000746

Cited by 213 publications

(245 citation statements)

References 47 publications

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“…Two different bilingual populations were recruited because it has been demonstrated that parallel language activation is constrained by language proficiency. High proficiency boosts parallel language activation, whereas lower proficiency in one of the languages generates asymmetrical language activation patterns (e.g., Blumenfeld & Marian, 2007;Brysbaert, Lange, & Van Wijnendaele, 2000;Costa & Santesteban, 2004;Grosjean, 1998;Weber & Cutler, 2004). Consequently, if participants in Experiment 1 but not in Experiment 2 show interlocutor identity related congruency effects, then the observed effect is likely related to the bilinguals' mental control over parallel language activation.…”

Section: The Present Studymentioning

confidence: 82%

Interlocutor identity affects language activation in bilinguals

Molnar

Ibáñez-Molina

Carreiras

2015

Journal of Memory and Language

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Section: The Present Studymentioning

confidence: 82%

Interlocutor identity affects language activation in bilinguals

Molnar

Ibáñez-Molina

Carreiras

2015

Journal of Memory and Language

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“…If it were the case, all the high proficient bilinguals would be expected to perform likewise in emotionality. Rintell (1984) found that L2 proficiency has a strong effect on the perception of emotion words in second language, the reason of which can be inferred from Blumenfeld and Marian (2007) who suggested that higher proficiency is the result of higher co-activation of L1 and L2 in cognitive processing. Hence, "with minor exceptions (e.g., Dewaele and Pavlenko 2002;Pavlenko 2002a, b;Rintell 1990) empirical research on the effect of language proficiency on use of emotion words in bilinguals has been limited" (Marian and Kaushanskaya 2008, p. 2).…”

Section: Language Proficiency and Emotional Expressionmentioning

confidence: 94%

Differential Language Functioning of Monolinguals and Bilinguals on Positive–Negative Emotional Expression

Kheirzadeh

Hajiabed

2014

J Psycholinguist Res

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The present interdisciplinary research investigates the differential emotional expression between Persian monolinguals and Persian-English bilinguals. In other words, the article was an attempt to answer the questions whether bilinguals and monolinguals differ in the expression of positive and negative emotions elicited through sad and happy autobiographies and measured through UWIST Mood Adjective Checklist. The result of this pioneering work indicated no significant difference between Persian monolinguals and Persian-English bilinguals in expressing happy memories while differences were observed on sad memories. Bilinguals expressed more negative emotions in their L2 than L1. This outcome support the dominant claim that second language is the preferred language for the expression of sad emotions since it is the language of emotional detachment and distance. Further analysis on the number of words bilinguals and monolinguals used to express both sad and happy autobiographies indicated that bilinguals used more words in expressing both sad and happy autobiographies.

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“…The influential Cohort model of word recognition (Marslen-Wilson & Tyler, 1980) assumes that initial phonemes of a word in spoken language activate a cohort, a list of potential lexical items. According to the Bilingual Cohort Model (Blumenfeld & Marian, 2007;Marian, 2000), the cohort may include lexical items from both languages. As subsequent phonemes are heard, the cohort narrows until only one word candidate remains.…”

Section: Introductionmentioning

confidence: 99%