Exposure to statistical patterns of language use affects language production and comprehension. In this longitudinal study of English language learner (ELL) university students, we examined the interplay between language experience and language statistics as a window into the formation and stability of morphological representations in memory. We hypothesized that within-participant change in sensitivity to distributional properties of complex words on written production would reflect changes in morphological knowledge. At two timepoints, separated by 8 months of language exposure, a sample of ELLs (n = 196) completed a written suffix completion task. The largest gains in production accuracy were observed for derived words ending in less productive suffixes. In addition, across both timepoints we found a consistent effect of derivational family entropy, such that derived words belonging to morphological families with equally dominant members were less accurately produced. Both effects indicate that ELLs exploit distributional cues to morphological structure and shed light on two aspects of morphological knowledge in ELLs. First, knowledge of suffixes becomes more entrenched in memory, independently of knowledge of the full forms of derived words. Second, ELLs draw upon interlexical connections between morphological family members during written word production.

Although many researchers appeal to performance limitations to account for children’s non-adult-like use of language, few studies have explicitly linked specific cognitive abilities to specific dimensions of language. This study investigated a well-studied underextension in children’s language involving linguistic aspect and tested participants in an aspectual comprehension task as well as a series of assessments evaluating neurocognitive and linguistic skills. Adults (N = 32) and 5-year-old children (N = 32) participated. The results for the children replicated the classic pattern of underextension, with children showing an uneven pattern of success even though all items were equally grammatical. In addition, children’s skill with items that involved overriding lexical information in favor of morphological information was predicted by their performance on an inhibitory control task while children’s skill with items that involved integrating contextual world knowledge was predicted by their performance on a receptive vocabulary task. These results demonstrate how specific dimensions of linguistic processing are supported differentially and sensibly by specific dimensions of cognition.

In their target article, Clahsen and Felser (CF) review studies that they and others have conducted in recent years to confirm the dual mechanism hypothesis and to extend its application to first and second language (L1 and L2) learners. They interpret the findings as supporting both the dual mechanism hypothesis and the claim that the sentence-level processing of L2 but not L1 learners shows “striking” differences compared to adult native speakers. I argue that an exclusive focus on the representation of linguistic knowledge is insufficient for understanding the real-time processes in morphological production and sentence comprehension.

The manuscript explores the psycholinguistic processes responsible for cross-linguistic influence in translation. In two experimental studies with professional translators-in-training, we investigate the psycholinguistic foundations of shining-through effects in translated texts, i.e., cases where the grammatical structure of a source sentence leaves traces in the translated sentence. Experiment 1 reports the results from a translation task investigating the influence of the grammatical structure of the source sentence on structural choices for its translation. The results showed a significant influence of source sentence structure, which gradually decreased with increasing translation competence scores. In Experiment 2, we investigated to what extent the effect of source structure influence found in Experiment 1 can be accounted for through cross-linguistic structural priming. In a cross-linguistic priming experiment in which the source sentences from Experiment 1 were used as primes, participants showed no evidence of structural priming. A cross-experiment comparison revealed significant source sentence influence in the translation task, but no such effect in the priming task, for matched sets of sentences. Our results cast doubt on the claim that shining-through effects in translation are caused by cross-linguistic structural priming. We suggest an alternative account which instead explains structural cross-linguistic influence in translation through serial lexical co-activation.

This study examines the acquisition of sex-neutral uses of masculine terms by English- and Spanish-speaking children. English and Spanish differ in that sex-neutral uses of masculine terms are much more common in the latter, and in that English is a natural-gender language, while Spanish is a grammatical-gender language. For these reasons, it was hypothesized that Spanish-speaking children might discover the neutral, unmarked interpretations of masculine terms earlier than their English-speaking counterparts, who might have difficulty in moving away from an early sex-based interpretation of such forms to their sex-neutral application. Data from 256 children failed to confirm the hypothesis. Subjects from both language groups appeared to pay little attention to gender marking outside the noun, and they both paid less attention to masculine gender markers than to feminine gender markers outside the noun.

Clahsen and Felser's article (CF) is an important contribution to the field of psycholinguistics in several respects. First, it draws attention to the importance of a better understanding of the processing mechanisms utilized by child and adult language learners. Differences in these mechanisms may be responsible for the final outcome of the acquisition process. Second, the article provides an excellent summary of current first language (L1) and second language (L2) research on processing. A variety of studies, ranging from morphological off-line investigations to on-line research on syntactic development, are reviewed in a concise and accurate manner; the cross-linguistic dimension of the article makes both the review and the argument even more comprehensive and convincing. Third, based on their own experimental results, and the results from other studies, the authors propose a novel account of L2 processing, the so-called shallow syntax hypothesis (SSH).

Recent work has suggested that phrasing occurs in prelinguistic vocalizations, and that audition significantly influences prelinguistic vocal development. The present report is about the continuing study of a child who is referred to as congenitally acochlear because he was born with complete bilateral absence of cochleas. The only prior report on the vocal development of an acochlear child was provided in a previous article in this journal about the present subject (Lynch, Oiler, & Steffens, 1989). Because this child was not producing meaningful speech during the 27 to 42 months of age in which he was studied, investigation of him provided a unique opportunity to observe prelinguistic vocal development in the complete absence of auditory information. In the prior study of the acochlear child, the analytical focus was on developmental changes in relations between his syllable characteristics and those of mature speech. In the present study, the analytical focus was on a recently introduced approach to the study of prelinguistic vocalizations involving the description of syllable groupings within a prosodic hierarchy. Adult judges identified a hierarchy of syllables embedded within utterances and utterances embedded within prelinguistic phrases in the acochlear child's vocalizations. Similar to the prelinguistic phrases of typically developing infants and infants with Down syndrome previously reported on (Lynch, Oller, Steffens, & Buder, 1995), the present child's prelinguistic phrases were characterized by a systematic lengthening of phrase-final syllables and cohesive temporal patterning. In addition, the durations of the acochlear child's prelinguistic phrases were similar to those of typically developing infants. However, in contrast with those of typically developing infants and infants with Down syndrome, the durational features of the prelinguistic phrases of the acochlear child were relatively unstable across development. Overall, the results indicate that audition is not necessary for the formation of prelinguistic phrasing, but hearing does influence certain aspects of prelinguistic phrasing. Based on the data obtained on this subject, typically developing infants, and infants with Down syndrome, essential characteristics of well-formed prelinguistic phrases are proposed. These are termed “canonical” phrases; their production and development may be important in the acquisition of meaningful speech.

The study followed 6-year-old children in Canadian French Immersion for three years to investigate the effect of home language background on acquisition of French, the language of schooling. None of the children knew French before beginning the program. French proficiency was indicated by French vocabulary and verbal fluency tasks. A language background questionnaire was used to (a) assign children to monolingual or bilingual groups and (b) provide a continuous score for degree of bilingual experience. Categorical analyses showed bilingual children had smaller English vocabulary than monolingual children when they entered the program. For French vocabulary, categorical comparisons revealed no language group differences in the first two years but higher French scores for bilingual children in the third year. In contrast, analyses of the continuous scores revealed a relation between more bilingual experience and higher French vocabulary throughout. Similarly, categorical analyses of verbal fluency results indicated no significant language group differences for either semantic or phonological fluency, but continuous analyses of semantic fluency showed an association between more bilingual experience and better outcomes in each year. These results suggest that language experience impacts progress in learning the language of schooling and that different analytic approaches reveal different aspects of the pattern.

In this issue of Applied Psycholinguistics, we present a first annual Keynote Article. The article itself, in this case by Harald Clahsen and Claudia Felser, is followed by the Commentaries of several other researchers. The authors then reply to the Commentaries. It is our hope that this format will provide our readers with an in-depth discussion of central and topical issues in psycholinguistic research. We are grateful to Drs. Clahsen and Felser for writing the initial keynote article as well as to the group of researchers who provided their thoughtful and rigorous commentary.