Reduplicative words like chiffchaff or helter-skelter are part of ordinary language use yet most often found in substandard registers in which attitudinal and expressive meaning components are iconically foregrounded. In a rating experiment using nonwords that either conform to, or deviate from, conventional reduplicative patterns in German, the present study identified affective meaning dimensions, judgments of familiarity and esthetic evaluations of sound qualities associated with such words. In a subsequent recall test, we examined the respective mnemonic potential of the different types of reduplication. Results suggest that, in the absence of semantic content, reduplicative forms are inherently associated with several affective meaning associations that are generally considered positive. Two types of reduplicative patterns, namely full reduplication and [i-a]-vowel-alternating reduplication, boost these positive effects to a particularly pronounced degree, leading to an increase in perceived euphony, funniness, familiarity, appreciation, and positive belittling (cuteness) and, at the same time, a decrease in arousal. These two types also turn out to be particularly memorable when compared both to other types of reduplication and to non-reduplicative structures. This study demonstrates that reduplicative morphology may in and of itself, that is, irrespective of the phonemic and the semantic content, contribute to the affective meaning and esthetic evaluation of words.

The present study aimed to explore the lexical processing abilities of bilingual school-aged children compared to their monolingual peers. Therefore, word form processing tasks (auditory lexical decision, rapid naming, rhyming), as well as traditional vocabulary tasks (word-picture matching and picture naming), were conducted in a cross-sectional design in a sample of 163 German monolingual and 39 bilingual primary school children (6-9 years), speaking German and another language. Regression analyses revealed that age, gender, and vocabulary size, but not bilingualism have an impact on performance in word form processing tasks. Group comparisons after propensity matching on age, gender, and vocabulary size revealed no significant group differences between monolingual and bilingual children in word form processing tasks. After the sample was divided into two age groups, bilingual children showed an initial weakness at ages 6 to 7 that seems to be overcome during primary school age.

Slow event-related potentials (ERP) were examined in healthy and aphasic subjects in two-stimulus designs comprising a word comprehension and a rhyming task. Aphasics, though selected to perform above chance level, made significantly more errors and responded more slowly than controls, although canonical correlations did not indicate a statistical relationship between performance measures and ERP amplitudes. A discriminant analysis of ERP amplitudes distinguished the groups for the slow wave (SW; 0.5–1.0 s post-S1 onset) in the word comprehension, for the SW and the initial contingent negative variation (iCNV; 1.0–2.0 s post-S1 onset) in the rhyming task. Similarly for both tasks, ERP topography showed left-anterior predominance of the negative SW and iCNV in controls, whereas participants with aphasia showed smaller anterior and larger left-posterior amplitudes. The centroparietal terminal CNV (tCNV; 1 s pre-S2) was smaller in participants with aphasia than in controls, but similar in topography. Results suggest left-anterior activation for those language processes that were presumably provoked in the present tasks, like lexical access, or phonological encoding. The pattern of participants with aphasia may indicate effects of language impairment and recovery, but also consequences of the brain damage.