ERIC Number: EJ1056028
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Whole-Language and Item-Specific Control in Bilingual Language Production
Van Assche, Eva; Duyck, Wouter; Gollan, Tamar H.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v39 n6 p1781-1792 Nov 2013
The current study investigated the scope of bilingual language control differentiating between whole-language control involving control of an entire lexicon specific to 1 language and lexical-level control involving only a restricted set of recently activated lexical representations. To this end, we tested 60 Dutch-English (Experiment 1) and 64 Chinese-English bilinguals (Experiment 2) on a verbal fluency task in which speakers produced members of letter (or phoneme for Chinese) categories first in 1 language and then members of either (a) the same categories or (b) different categories in their other language. Chinese-English bilinguals also named pictures in both languages. Both bilingual groups showed reduced dominant language fluency after producing exemplars from the same categories in the nondominant language, whereas nondominant language production was not influenced by prior production of words from the same categories in the other language. Chinese-English, but not Dutch-English, bilinguals exhibited similar testing order effects for different letter/phoneme categories. In addition, Chinese-English bilinguals who exhibited significant testing order effects in the repeated categories condition of the fluency task exhibited no such effects when naming repeated pictures after a language switch. These results imply multiple levels of inhibitory control in bilingual language production. Testing order effects in the verbal fluency task pinpoint a lexical locus of bilingual control, and the finding of interference effects for some bilinguals even when different categories are tested across languages further implies a whole-language control process, although the ability to exert such global inhibition may only develop for some types of bilinguals.
Descriptors: Whole Language Approach, Bilingual Education, Lexicology, Phonemes, Chinese, Verbal Communication, Reading Fluency, Investigations, Indo European Languages, English (Second Language), Naming, Language Fluency, Bilingualism, College Students, Educational Experiments, Participant Characteristics, Inhibition, Neuropsychology, Educational Practices, Foreign Countries
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Institute on Deafness and Other Communication Disorders (NIDCD)
Authoring Institution: N/A
Identifiers - Location: Belgium; California
Grant or Contract Numbers: HD050287; HD051030; DC011492