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The present study examined the role of script in bilingual speech planning by comparing the performance of same and different-script bilinguals. Spanish-English bilinguals (Experiment 1) and Japanese-English bilinguals (Experiment 2) performed a picture-word interference task in which they were asked to name a picture of an object in English, their second language, while ignoring a visual distractor word in Spanish or Japanese, their first language. Results replicated the general pattern seen in previous bilingual picture-word interference studies for the same-script, Spanish-English bilinguals but not for the different-script, Japanese-English bilinguals. Both groups showed translation facilitation, whereas only Spanish-English bilinguals demonstrated semantic interference, phonological facilitation, and phono-translation facilitation. These results suggest that when the script of the language not in use is present in the task, bilinguals appear to exploit the perceptual difference as a language cue to direct lexical access to the intended language earlier in the process of speech planning.
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Predictors of L2 word learning accuracy: A big data investigation
What makes some words harder to learn than others in a second language? Although some robust factors have been identified based on small scale experimental studies, many relevant factors are difficult to study in such experiments due to the amount of data necessary to test them. Here, we investigate what factors affect the ease of learning of a word in a second language using a large data set of users learning English as a second language through the Duolingo mobile app. In a regression analysis, we test and confirm the well-studied effect of cognate status on word learning accuracy. Furthermore, we find significant effects for both cross-linguistic semantic alignment and English semantic density, two novel predictors derived from large scale distributional models of lexical semantics. Finally, we provide data on several other psycholinguistically plausible word level predictors. We conclude with a discussion of the limits, benefits and future research potential of using big data for investigating second language learning.
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- Award ID(s):
- 1734260
- PAR ID:
- 10074358
- Date Published:
- Journal Name:
- Proceedings of the 40th Annual Conference of the Cognitive Science Society (CogSci 2018)
- Page Range / eLocation ID:
- 511-516
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
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