AppliedPsycholinguistics

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Psychological and Linguistic Studies Across Languages and LearnersEditor: Rachel Hayes-Harb University of Utah

Susanne Brouwer Radboud University

Carla Contemori University of Texas at El Paso

Anne Cook University of Utah

Miquel Simonet University of Arizona

Shelley Xiuli Tong University of Hong Kong

Yuuko Uchikoshi Tonkovich University of California, Davis

Paola Ucelli Harvard Graduate School of Education

Jill Jegerski University of Illinois

Rebecca Foote University of Arkansas Amanda Huensch University of Pittsburgh

Agnieszka Konopka University of Aberdeen

Natalia Meir Bar-Ilan University

Seth Wiener Carnegie Mellon University

ARTiCLES

Yu-Cheng Lin and Pei-Ying LinReading minds in motion: Mouse tracking reveals transposed-character effects

in Chinese compound word recognition 727

Nicolás Gutiérrez-Palma, Paz Suárez-Coalla and Fernando CuetosStress assignment in reading aloud in Spanish 753

Xiao Cai, Yulong Yin and Qingfang ZhangA cross-language study on feedforward and feedback control of voice intensity

in Chinese–English bilinguals 771

Ruohan Chang, Xiaohong Yang and Yufang YangPrediction differs at sentence and discourse level: An event-related potential study 797

Rama Novogrodsky and Natalia MeirAge, frequency, and iconicity in early sign language acquisition: Evidence from the Israeli

Sign Language MacArthur–Bates Communicative Developmental Inventory 817

Stephanie McMillen, Linda Jarmulowicz, Michael M. Mackay and D. Kimbrough OllerRapid shift in naming efficiency on a rapid automatic naming task by young

Spanish-speaking English language learners 847

Jihye ShinA meta-analysis of the relationship between working memory and second language

reading comprehension: Does task type matter? 873

Shang Jiang, Xin Jiang and Anna Siyanova-ChanturiaThe processing of multiword expressions in children and adults: An eye-tracking

study of Chinese 901

Rebecca Holt, Laurence Bruggeman and Katherine DemuthVisual speech cues speed processing and reduce effort for children listening in quiet

and noise 933

Robyn BerghoffThe processing of object–subject ambiguities in early second-language acquirers 963

CAMBRiDGE COREFor further information about this journal please go to the journal website at:cambridge.org/aps

Applied PsycholinguisticsV o l u m e 4 1 | N u m b e r 4 | 2 0 2 0

ASSOCiATE EDiTORS

AppliedPsycholinguistics

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Psychological and Linguistic Studies Across Languages and LearnersEditor: Rachel Hayes-Harb University of Utah

Flavia Adani University of Potsdam

Susanne Brouwer Radboud University

Carla Contemori University of Texas at El Paso

Miquel Simonet University of Arizona

Shelley Xiuli Tong University of Hong Kong

Yuuko Uchikoshi Tonkovich University of California, Davis

Paola Ucelli Harvard Graduate School of Education

Jill Jegerski University of Illinois

Rebecca Foote University of Arkansas Amanda Huensch University of Pittsburgh

Agnieszka Konopka University of Aberdeen

Stefka Marinova-Todd University of British Columbia

Natalia Meir Bar-Ilan University

Seth Wiener Carnegie Mellon University

ARTiCLES

Adeetee Bhide, Marta Ortega-Llebaria, Scott H. Fraundorf and Charles A. PerfettiThe contribution of orthographic input, phonological skills, and rise time discrimination

to the learning of non-native phonemic contrasts 481

Shannon L. Barrios and Rachel Hayes-HarbSecond language learning of phonological alternations with and without orthographic

input: Evidence from the acquisition of a German-like voicing alternation 517

Brian V. Rusk, Johanne Paradis and Juhani JärvikiviComprehension of English plural-singular marking by Mandarin-L1, early

L2-immersion learners 547

Ana Marcet, Hnazand Ghukasyan, María Fernández-López and Manuel PereaJalapeno or jalapeño: Do diacritics in consonant letters modulate visual similarity

effects during word recognition? 579

Brent Wolter, Junko Yamashita and Chi Yui LeungConceptual transfer and lexical development in adjectives of space: Evidence from

judgments, reaction times, and eye tracking 595

Holger HoppMorphosyntactic adaptation in adult L2 processing: Exposure and the processing

of case and tense violations 627

Sun Baoqi, Guangwei Hu and Xiao Lan Curdt-ChristiansenMetalinguistic contribution to reading comprehension: A comparison of Primary

3 students from China and Singapore 657

Wei Zhou, Wanwen Ye and Ming YanAlternating-color words facilitate reading and eye movements among second-language

learners of Chinese 685

Sara A. Smith, Stephanie R. Seitz, Kelly H. Koutnik, Meaghan Mckenna and Jorge N. Garcia

The “work” of being a bilingual: Exploring effects of forced language switching on

language production and stress level in a real-world setting 701

CAMBRidGE COREFor further information about this journal please go to the journal website at:cambridge.org/aps

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EDITOR

Rachel Hayes-HarbUniversity of Utah

E-mail: ap.america@cambridge.org

ASSOCIATE EDITORS Susanne Brouwer Yuuko Uchikoshi Tonkovich Agnieszka Konopka Radboud University University of California, Davis University of Aberdeen Anne Cook Rebecca Foote Natalia Meir University of Utah University of Arkansas Bar-Ilan University Miquel Simonet Amanda Huensch Seth Wiener University of Arizona University of Pittsburgh Carnegie Mellon University Jill Jegerski Carla Contemori University of Illinois University of Texas at El Paso Shelley Xiuli Tong Paola Uccelli University of Hong Kong Harvard Graduate School of Education

EDITORIAL BOARDAlison Bailey, U. California; Walcir Cardoso, Concordia U.; Juli Cebrian, Universitat Autonoma de Barcelona; Becky Chen, University of Toronto; Patricia Cleave, Dalhousie U.; Martha Crago, McGill U.; Isabelle Darcy, Indiana U. Bloomington; Helene Deacon, Dalhousie U.; Katherine Demuth, Macquarie U.; Mon Thomas Enlli, Bangor U.; Cheryl Frenck-Mestre, Aix-Marseille U.; Theres Grüter, U. Hawai‘i at Mãnoa; Alan Juffs , U. Pit tsburgh; Tamar Katzir , U. Haifa; Young-Suk Kim, Harvard Graduate School of Education; Keiko Koda, Carnegie Mellon U.; Theo Marinis, U. Reading; Catherine McBride, Chinese U. Hong Kong; Jill Morford, U. New Mexico; Benjamin Munson, U. Minnesota; Victoria Murphy, U. Oxford; Daniela O’Neill, U. Waterloo; Patrick Proctor, Boston College; Elinor Saiegh-Haddad, Bar-Ilan U.; Jeannette Schaeffer, U. Amsterdam; Joan Sereno, U. Kansas; Antonella Sorace, University of Edinburgh; Twila Tardif, U. Michigan; Annie Tremblay, U. Kansas; Laurice Tuller, U. François Rabelais de Tours; Sharon Unsworth, Utrecht University; Natasha Warner, U. Arizona.

FOUNDING EDITOR EMERITUS (1980–1983)Sheldon Rosenberg, University of Illinois, Chicago

Applied Psycholinguistics publishes original articles on the psychological processes involved in language. The articles address the development, use, and impairment of language in all its modalities, including spoken, signed, and written, with a particular emphasis on crosslinguistic studies. Studies appearing in Applied Psycholinguistics need to have clear applied relevance to professionals in a variety of fields, including linguistics, psychology, speech and hearing, reading, language teaching, special education, and neurology. Contributors should explicitly consider the relevance of their work to the larger community, as well as its theoretical and psychological significance. Specific topics featured in the journal include language development (the development of speech perception and production across languages, the acquistion and use of sign language, bilingualism, and second language learning), language disorders in children and adults (including those associated with brain damage, retardation and autism, specific learning disabilities, and hearing impairment), literacy development (early literacy skills, dyslexia and other reading disorders, and spelling development and disorders), and psycholinguistic processing (lexical access, time course of language processing, semantics, and syntax). In addition to research reports, theoretical reviews will be considered for publication, as will keynote articles and commentaries (the latter normally invited by the Editors). The journal will occasionally publish issues devoted to special topics within its purview.

Manuscript Submission. The journal’s full Instructions for Contributors can be found online at cambridge.org/aps. Authors should submit their manuscripts electronically at http://mc. manuscriptcentral.com/appliedpsych. All manuscripts must be accompanied by a letter stating explicitly that the authors have obtained institutional review and approval for ethical treatment of human subjects and have not simultaneously submitted this manuscript to another publication.

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Subscription Information. Applied Psycholinguistics (ISSN 0142-7164) is published bimonthly [January, March, May, July, September, and November] by Cambridge University Press, One Liberty Plaza, New York, NY 10006, USA/Cambridge University Press, University Printing House, Shaftesbury Road, Cambridge CB2 8BS, UK. Periodicals postage is paid at New York, NY, and additional mailing offices. POSTMASTER: Send address changes in the USA, Canada, and Mexico to Applied Psycholinguistics, Cambridge University Press, Journals Fulfillment Department, One Liberty Plaza, 20th floor, New York, NY 10006. Send address changes elsewhere to Applied Psycholinguistics, Cambridge University Press, Journals Fulfillment Department, UPH, Shaftesbury Road, Cambridge CB2 8BS, England. Annual subscription rates for Volume 41, 2020: Institutions print and electronic: US $811.00 in the USA, Canada, and Mexico; UK £506.00 elsewhere. Institutions electronic only: US $650.00 in the USA, Canada, and Mexico; UK £406.00 elsewhere. Individuals print only: US $209.00 in the USA, Canada, and Mexico; UK £126.00 elsewhere. Prices include postage and insurance.

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