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ERIC Number: EJ777281
Record Type: Journal
Publication Date: 2002-Dec
Pages: 4
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1366-7289
Bilingual Word Recognition beyond Orthography: On Meaning, Linguistic Context and Individual Differences
van Hell, Janet G.
Bilingualism: Language and Cognition, v5 n3 p209-212 Dec 2002
Central questions in psycholinguistic studies on bilingualism are how bilinguals access words in their two languages, and how they control their language systems and solve the problem of cross-language competition. In their excellent paper "The architecture of the bilingual word recognition system: From identification to decision", Dijkstra and Van Heuven expound their BIA+ model on bilingual word recognition. BIA+ builds on its predecessor BIA, one of the first connectionist models on bilingual word recognition. BIA+ preserves one of BIA's crucial assumptions, namely that the bilingual lexicon is integrated across languages and is accessed in a language non-selective way, an assumption that is supported in many empirical studies and that is now widely accepted in the bilingual literature. Compared to the original BIA model, the BIA+ architecture is further developed (in fact, much more so than the subtle "plus" denotes). BIA+ now includes orthographic, as well as phonological and semantic representations in the word identification system, and a distinction is made between a word identification system and a task/decision system. This latter extension resembles the language task schemas in Green's (1998) Inhibitory Control model. Dijkstra and Van Heuven also distinguish between effects of linguistic and non-linguistic context on performance: linguistic context effects, that arise from lexical, syntactic and semantic sources, are assumed to affect the activity in the word identification system, whereas non-linguistic effects, that can arise from instruction, task demands or participant expectancies, are assumed to affect the task/decision system.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A