Prior research with adult participants reported a rightward bias in the reading version of the flankers task. Here, we investigated how this bias evolves as a function of reading expertise. We tested two groups of French primary school children from Cycle 2 (grades 1 and 2) and Cycle 3 (grades 4 and 5) and one group of adult participants. In the related flanker conditions, the central target word was flanked by the same word either on the left (park park ####), the right (#### park park), or on both sides (park park park). In the unrelated conditions, the repeated flanker words were replaced by a different unrelated word. In the analysis of standardized reaction times (RTs), there was a three-way interaction between the three groups of participants and the impact of flanker relatedness as a function of the position of the related flankers. This three-way interaction reflected the significantly greater increase in effects of flanker relatedness between Cycle 2 and Cycle 3 for the bilateral flanker and the right flanker conditions compared with the left flanker condition. This suggests that the rightward bias is driven by attentional asymmetries that develop during the process of learning to read.

Studies on the role of speech production on learning have found a memory benefit from production labeled the “Production Effect.” While research with adults has generally shown a robust memory advantage for produced words, children show more mixed results, and the advantage is affected by age, cognitive, and linguistic factors. With adults, the Production Effect is not restricted to the immediate context but is also found after a delay. So far, no studies have investigated the effect of delayed recall on the Production Effect with children. Children aged 5 and 6 years old (n = 60) participated in two sessions. Children were trained on familiar words and images, which were heard (Listen) or produced aloud (Say). Children then performed a free recall task. One week later, children repeated the recall task and an additional recognition task. At immediate testing, there was a recency effect on words recalled from the different training conditions and a recall advantage for words produced over words heard; however, this no longer held after a 1-week delay in either the recall or recognition task. Exploratory analysis showed that vocabulary did not predict the Production Effect. Findings indicate that unlike adults, the Production Effect is not as robust in children after a delay.

The ability to acquire the speech sounds of a second language has consistently been found to be constrained with increasing age of acquisition. Such constraints have been explained either through cross-linguistic influence in bilingual speakers or as the result of maturational declines in neural plasticity with age. Here, we disentangle these two explanations by investigating speech production in adults who were adopted from China to Sweden as toddlers, lost their first language, and became monolingual speakers of the second language. Although we find support for predictions based on models of bilingual language acquisition, these results cannot be explained by the bilingual status of the learners, indicating instead a long-term influence of early specialization for speech that is independent of bilingual language use. These findings are discussed in light of first-language interference and the theory of maturational constraints for language acquisition.

Word recognition mechanisms constitute an essential contribution to reading achievement in both deaf and hearing children. Little is known about how children with hearing impairment (HI) manage to read aloud words in the vowelled Arabic transparent script which provides full vowel information. This study aimed to compare word and pseudoword reading accuracy and speed between 32 Lebanese children with HI and 32 younger hearing Lebanese children. The two groups were carefully matched for reading comprehension and oral comprehension levels. Length, word frequency, and lexicality effects were assessed to characterize the functioning of the lexical and sublexical reading procedures. Reading errors were also analyzed to document reading difficulties in transparent Arabic orthography in the sublexical route. The results show significant effects of length, word frequency, and lexicality on reading accuracy and speed in both groups. They also indicate underdeveloped sublexical and lexical routes in children with HI who read less accurately and faster than the younger hearing children. Reading errors are numerous in children with HI. The data are discussed in light of the Dual Route Cascaded model. Suggestions are made about how to improve reading processes in children with HI.

We present experimental results from a web-based study on the speech act of giving advice in French. 86 L1 speakers of French had to continue short and written fictitious interactions we created, in which we manipulated the adviser’s level of experience (explicitly experienced, explicitly inexperienced, or no precision) and the hierarchical relationship between adviser and advisee (top-down, bottom-up, and equals). Participants had to choose between four types of continuations, from indirect strategies to direct prototypical imperative strategies, with variations of the face-threatening value in some continuations, as per Brown and Levinson’s politeness theory. Main results from Bayesian regression analyses indicate an overall preference for indirect strategies in French, but also suggest influences from the level of experience and hierarchical relationship. These results will allow for a better understanding of advice as a speech act and contribute to a growing body of work in experimental pragmatics.

The dual language development of dual language immersion (DLI) students, although often examined at the domain level (e.g., listening or reading), remains understudied for more specific skills (e.g., word, sentence, or discourse). This study examines the eleven-month progression of oral language skills in a picture description task in two languages (French and English) for early-elementary (Transitional Kindergarten through first grade) DLI students (N = 42). Using Bayesian methods, which estimate parameters using both the data and prior information, we describe French and English growth patterns as measured by learning progressions whose focus is on language features at the word, sentence, and discourse levels. For French oral language, we found evidence of meaningful positive linear growth for all language features, whereas for English oral language, meaningful linear positive growth was only detected for sophistication of topic vocabulary. Overall, coming from a French-speaking household was associated with steeper French oral language trajectories, but coming from an English-only household did not specifically impact English oral language trajectories. In both languages, grade level influenced the trajectories of some—but not all—features. We conclude with theoretical and practical implications, advocating for a language progression approach in instruction and research on bilingualism.

Second language (L2) learners need to acquire large vocabularies to approach native-like proficiency. Many controlled experiments have investigated the factors facilitating and hindering word learning; however, few studies have validated these findings in real-world learning scenarios. We use data from the language learning app Lingvist to explore how L2 word learning is affected by valence (positivity/negativity) and concreteness of target words and their linguistic contexts. We found that valence, but not concreteness, affects learning. Users learned positive and negative words better than neutral ones. Moreover, positive words are learned best in positive contexts and negative words in more negative contexts. Word and context valence effects are strongest on the learner’s second encounter with the target word and diminish across subsequent encounters. These findings provide support for theories of embodied cognition and the lexical quality hypothesis and point to the linguistic factors that make learning words, and by extension languages, faster.

In the audio-visual Stroop matching task, participants compare one Stroop stimulus dimension (e.g., the color of a written word) to a second stimulus (e.g., a spoken word) and indicate whether these two stimuli match or mismatch. Slower responses on certain trials can be due to conflict which occurs between color representations (semantic conflict) or due to conflict between responses evoked by task comparisons (response conflict). The contribution of these conflicts has been investigated with color word distracters. This is the first study which explores how two types of first- and second-language words affect audio-visual matching. Native French speakers performed a bilingual Stroop matching task with intermixed French (L1) and English (L2) color words (Experiment 1) and color associates (Experiment 2) presented in congruent and incongruent colors simultaneously with spoken French color words. Participants were instructed to indicate whether the spoken word “matches” or “mismatches” the font color, while ignoring written word meaning. Interestingly, the results were similar for the critical “mismatch” trials for both French and English words. The responses were the fastest on trials in which task comparisons activate fewer response alternatives, supporting the assumption of the response conflict account.

This meta-analysis of 31 studies aimed to determine the effectiveness of perception-based high variability phonetic training (HVPT) for second language (L2) production learning and to identify learner-related and methodological variables that influence production gains. Based on independent effect sizes for 43 within-participant and 17 between-participant designs, small-to-medium effects of post-training improvement were found. The average production gains for trained items and untrained items were 10.50% and 4.50%, respectively. Neither strong support for long-term retention of production learning nor generalization to untrained stimuli was observed, however. Moderator analyses showed that post-training production gains were influenced by a number of factors related to learner profiles (age and learning context), training features (provision of phonetic information, training duration, and training time per session), and features of production tests (elicitation tasks, prompt modality, and outcome measures). The relationship between perception and production gains was negligible at the participant level, but was significant and moderate at the level of individual studies for post-training and retention data. These findings provide partial support for a perception-production link. This study makes several recommendations for future studies investigating the effects of HVPT on L2 speech production learning.

This paper investigates the comprehension of long and short passives in 15 Mandarin preschool children with Developmental Language Disorder (DLD) (aged 4;2–5;11 years), 15 Typically Developing Age-matched (TDA) (aged 4;3–5;8 years) children, and 15 Typically Developing Younger (TDY) (aged 3;2–4;3 years) children by using the picture-sentence matching task. The results reveal that children with DLD encounter more difficulty comprehending long passives compared with short passive, that they perform worse on the comprehension task than TDA children and TDY children, and that this population is more likely to commit thematic role reversal errors and point to pictures with the incorrect agent (patient) than typically developing children. Given that Mandarin passives are Topic Structures, we maintain that children with DLD are insensitive to the edge feature of the moved element in long passives, leading to Relativized Minimality effect and causing the asymmetry between the comprehension of long and short passives. These results align well with the Edge Feature Underspecification Hypothesis. Errors found in the children with DLD in the comprehension task point toward impaired syntactic knowledge and the lexical semantic deficit.

As children advance through school, derived words become increasingly common in their reading materials. Previous studies have shown that children’s knowledge of derivational morphology develops relatively slowly, but there is more to learn about this development. This study examined differences in knowledge of the form and meaning of suffixes across grade levels (Grades 3, 5, and 8) and different types of derivational suffixes (adjectives and nominals). We assessed 309 English-speaking children on word reading and receptive vocabulary tests and two tasks designed to assess the form (orthographic knowledge) and meaning (semantic knowledge) of 28 derivational suffixes (14 adjectives and 14 nominals). Overall, our findings showed a significant improvement in identifying and understanding derivational suffixes from Grade 3 to Grade 5 and a smaller, but still significant, improvement from Grade 5 to Grade 8. Our findings regarding suffix types were mixed. While written forms of adjectives were identified more accurately than nominals across all grades, this advantage did not extend to the students’ understanding of the meaning of the suffixes. These results highlight the distinction between the identification of suffixes and the understanding of their meaning. We discuss our results in relation to suffix frequency in children’s reading materials.

Second language (L2) anxiety has been proposed to play a causal role in L2 achievement. However, most studies have failed to acknowledge confounding variables that may be relevant to the study of anxiety and L2 achievement or to investigate the causal effect of L2 anxiety using longitudinal data. For these reasons, we investigated the effect of L1 reading achievement, L2 aptitude, and L2 anxiety as covariates on the growth of L2 reading achievement across three time points. We used the latent growth curve model (LGCM) to estimate the growth trajectory of US secondary school students’ L2 reading growth in Spanish (N = 307) over three school years. The findings showed that students’ L1 reading achievement and L2 aptitude strongly and significantly predicted L2 reading achievement growth. However, L2 anxiety did not predict L2 reading achievement growth. Findings suggest that growth in L2 reading achievement depends on the language-related skills used for L1 reading and the language skills that comprise L2 aptitude, but not on anxiety. Similar to past cross-sectional studies, L2 anxiety related only to initial levels of L2 reading achievement, suggesting that anxiety reflects students’ initial experience of L2 reading but not their L2 achievement.

The Basque version of the MacArthur-Bates Communicative Development Inventory (BCDI-1) can be used to evaluate 8–15-month-old children’s receptive and expressive verbal skills, as well as nonverbal gesture production. This paper reports on data of 1002 children of an extended age range obtained with the BCDI-1 as a proxy measure of Basque children’s communicative competence up to 24 months. Statistical analyses revealed a large effect of age on four BCDI-1 scales: phrases understood, production of gestures, receptive vocabulary, and expressive vocabulary, while sex, amount of exposure, educational level, and birth order showed small or no effect. The strong effect of age as well as the high between-scale correlations confirmed the advantage of using the BCDI-1 instrument for the extended age range.

Silent pauses are a natural part of speech production and have consequences for speech perception. However, studies have shown mixed results regarding whether listeners process pauses in native and non-native speech similarly or differently. A possible explanation for these mixed results is that perceptual consequences of pauses differ depending on the type of processing that listeners engage in: a focus on the content/meaning of the speech versus style/form of the speech. Thus, the present study examines the effect of silent pauses of listeners’ perception of native and non-native speech in two different tasks: the perceived credibility and the perceived fluency of the speech. Specifically, we ask whether characteristics of silent pauses influence listeners’ perception differently for native versus non-native speech, and whether this pattern differs when listeners are rating the credibility versus the fluency of the speech. We find that while native speakers are rated as more fluent than non-native speakers, there is no evidence that native speakers are rated as more credible. Our findings suggest that the way a non-native accent and disfluency together impact speech perception differs depending on the type of processing that listeners are engaged in when listening to the speech.

A broad and extensive literature has investigated the cognitive consequences of bilingualism on cognitive control. Results from these studies, while controversial, support the conclusion that speaking a second language confers non-linguistic benefits. Whether other related linguistic experiences, such as dialect use, confer similar benefits remains an underexplored and open question. The common use of a diverse range of local dialects across China provides ideal conditions under which to explore this question. Using a dialectally heterogeneous sample of Mandarin-English bilingual young adults (n = 74), the present study investigated whether differences in dialect proficiency impacted on inhibition and attentional control while accounting for variation in language experience. Dialect proficiency was not associated with improved performance on the Simon task, Attention Network Test, or Flanker task, suggesting no benefits in inhibition or attentional control. Considerations for future studies investigating the influence of Chinese dialect experience on cognitive control are discussed.

Differences between native (L1) and non-native (L2) comprehension have been debated. This study explores whether a source of potential L1/L2 differences lies in susceptibility to memory-based interference during dependency formation. Interference effects are known to occur in sentences like The key to the cabinets were rusty, where ungrammaticality results from a number mismatch between the sentence subject and verb. Such sentences are sometimes misperceived as grammatical due to the presence of a number-matching “distractor” (“the cabinets”). Interference has been well-examined in a number agreement. However, whether and how forming thematic relations is susceptible to interference remains underexplored in L1 and L2 language comprehension. In six preregistered experiments, we investigated semantic interference in language comprehension and explored whether potential L1/L2 differences can be attributed to different degrees of susceptibility to interference. The results did not show that L2 speakers are more susceptible to interference than L1 speakers. Also, the observed interference patterns were only partially consistent with existing theories of memory retrieval during comprehension. We discuss how these theories may be reconciled with our findings and argue our results suggest that similar processes are involved in L1 and L2 subject-verb dependency formation.

Using an action compatibility task, we investigated whether POWER is embodied in terms of upward and downward movement in two languages (first and dominant language: Chinese; second language: English). Chinese-English bilinguals were asked to quickly and accurately categorize power-related words (e.g., “boss,” “intern”) as “powerful” or “powerless.” The response to indicate that the word was “powerful” required an upward movement in the compatible condition, while the response to indicate “powerless” involved a downward movement. These responses were reversed in the incompatible condition (“powerful”-downward/“powerless”-upward). When the response actions were compatible rather than incompatible, participants were faster to categorize the words. Furthermore, the action compatibility effect was observed in both languages, but surprisingly the action compatibility effect was larger in their L2. The findings support the psychological reality of the “POWER IS UP” conceptual metaphor that is active when participants process language in both their primary and secondary languages.

The present experimental studies shed light on effects of implicit prosodic cues on anaphora resolution as well as on how these differ both within and between L1 and L2 speaker groups. In two self-paced reading studies, L1 and L2 participants read poem-like texts that contained anaphoric ambiguity. These stimuli were designed to include a rhyming scheme and meter that were either regular or disrupted. We expected a rhyme cue on a nonsubject pronoun antecedent (in the regularly metered and rhyming version of the texts) to induce competition effects in L1 speakers and cause them to adapt their interpretative preferences and processing strategies; yet, for L2 speakers we hypothesized that effects would either not be observed or that they would be attenuated. Additionally, we examined whether comprehender-dependent factors would modulate effects in each group. We tested both L1 and L2 participants on memory-related tasks. We also measured L1 speakers’ print exposure and L2ers’ proficiency in English. Results revealed L1–L2 dissimilarities in interpretative preferences and reading behavior, as L2 speakers were not equally sensitive to the prosodic cues introduced. The examination of memory-related measures provided evidence of within-group differences and between-group parallels: higher working memory in both groups modulated anaphora resolution, although for L2 speakers there was no additional influence of context.

The Uniform Information Density (UID) hypothesis proposes that speakers communicate by transmitting information close to a constant rate. When choosing between two syntactic variants, it claims that speakers prefer the variant distributing information most evenly, avoiding signal peaks and troughs. If speakers prefer transmitting information uniformly, then comprehenders should also prefer a uniform signal, experiencing difficulty whenever confronted with informational peaks. However, the literature investigating this hypothesis has focused mostly on production, with only a few studies considering comprehension. In this study, we investigate comprehension in two eye-tracking experiments. Participants read sentences of two different lengths, reflecting different degrees of density, containing either a dense structure (a nominal compound, NC) or a structure that spreads the information through more words (a noun followed by a prepositional phrase, PP). Favoring the UID hypothesis, participants gazed longer at text segments following the critical structure when it was an NC than when it was a PP. They also regressed more in sentences containing longer structures. However, the pattern of results was not as clear as expected, potentially reflecting participants’ experience with the denser structure or task differences between production and comprehension. These aspects should be taken into account in future research investigating the UID hypothesis for comprehension.

The cognate facilitation effect, a classic example of cross-language interaction in the bilingual lexicon, has mostly been studied in adults. We examined the extent to which such effects occurred in simultaneous bilingual children’s word processing, to what extent these were modulated by language dominance, and to what extent this differed between comprehension and production tasks. Simultaneous bilingual Dutch-Greek children, ranging from Dutch-dominant to Greek-dominant, performed auditory lexical decision and picture-naming tasks in an online experiment. Cognate facilitation effects emerged in both tasks but manifested themselves differently. In lexical decision, there was an interaction effect with language dominance in accuracy, while in picture naming there was a main effect in reaction times. These findings suggest that, similar to what has been found for adults, simultaneous bilingual children have an integrated lexicon, in which both languages are interactively connected. Effects may differ as a combined result of factors such as comprehension versus production and individual differences in language dominance. Importantly, despite such differences, our results show that cognate effects emerge across tasks and across a range of individual children’s language dominance, indicating that shared representations within the bilingual lexicon are accessed during both word comprehension and production.