Psy1302 Psychology of Language

Psy1302 Psy1302 Psychology of Psychology of LanguageLanguage

Bilingualism, L2, and Bilingualism, L2, and Interesting QuestionsInteresting Questions

Bilingualism & NeurolinguisticsBilingualism & NeurolinguisticsKim, Relkin, Lee, & Hirsch Kim, Relkin, Lee, & Hirsch (1997)(1997)

Supplemental to Guest Lecture

Task: Have bilinguals imagine Task: Have bilinguals imagine speaking in one language. Then speaking in one language. Then imagine speaking in the other imagine speaking in the other language.language.

Vary: late and early bilingualsVary: late and early bilinguals

Bilingualism & NeurolinguisticsBilingualism & NeurolinguisticsKim, Relkin, Lee, & Hirsch Kim, Relkin, Lee, & Hirsch (1997)(1997)

Broca’s Area: Areas quite distinct for Late Bilinguals, but high overlap for Early Bilinguals.Wernicke’s Area: High overlap for both late and early bilinguals.

Two LexiconsTwo Lexicons

L1

L1

L1

L1 L1

L1

L1

L1L2 L2

L2

L2

L2

L2

L2

L2

Attend

Ignore

Slides Adapted from Bialystok

Causing lexical conflict!

Lexical Retrieval and Executive Function

Receptive VocabularyReceptive Vocabulary

PPVT (Peabody PPVT (Peabody Picture Vocabulary Picture Vocabulary Test)Test)– Examiner provides Examiner provides

meaning, and meaning, and Examinee picks Examinee picks picture.picture.

Combined # of Ss: Combined # of Ss: N=528N=528– 5 y.o. = 975 y.o. = 97– 6 y.o. = 3416 y.o. = 341– 7 y.o. = 567 y.o. = 56– 8 y.o. = 348 y.o. = 34


Score

Lexical RetrievalLexical Retrieval

Boston Picture Boston Picture NamingNaming

Letter and category Letter and category fluencyfluency– Name words that Name words that

begin with “F”begin with “F”– Name words in the Name words in the

category “Animals”category “Animals”


Two LexiconsTwo Lexicons

L1

L1

L1

L1 L1

L1

L1

L1L2 L2

L2

L2

L2

L2

L2

L2

AttendIgnore

Switching requires executive control.


Pre-frontal Cortex and Pre-frontal Cortex and Executive FunctionExecutive Function

http://vvi.onstreammedia.com/cgi-http://vvi.onstreammedia.com/cgi-bin/visearch?user=pbs-saf&templabin/visearch?user=pbs-saf&template=play220asf.html&query=%2A&te=play220asf.html&query=%2A&squery=%2BClipID%3A3+%2BVidesquery=%2BClipID%3A3+%2BVideoAsset%3Apbssaf1302&inputFieldoAsset%3Apbssaf1302&inputField=%20&entire=No&ccstart=60820=%20&entire=No&ccstart=608200&ccend=1421260&videoID=pbss0&ccend=1421260&videoID=pbssaf1302af1302

““Why kids don’t get Why kids don’t get it”it”


Development of Executive Development of Executive ProcessesProcesses

Last area of brain (frontal lobes) to mature

Last cognitive skills to develop in childhood, first to decline with aging

Children typically develop control over attention and inhibition at about 5 years

Experience in managing two languages may promote this development


Sorting TasksSorting TasksBialystok (1999); Bialystok & Martin (2004)(4.5 y.o. – 6.5 y.o.)

Perceptual yellow vs. green square vs. circle

Conceptual play things vs. clothing things inside the house vs.

things outside the house.


Post-Switch ScoresPost-Switch ScoresBialystok (1999); Bialystok & Martin (2004)

* NO DIFFERENCE BETWEEN MONO & BI PRE-SWITCH!!!


Embedded vs. Reversible Embedded vs. Reversible FiguresFiguresBialystok & Shapero (2005) 5 ½years olds

– 27 Monolinguals– 26 Bilinguals


Embedded FigureReversible Figures

Embedded vs. Reversible Embedded vs. Reversible FiguresFiguresBialystok & Shapero (2005) Embedded Figure Task requires pattern analysis

to find the hidden component. There is no conflict.

Reversible Figure Task requires re-assigning a meaning that conflicts with the current interpretation. – It must stop being “a face” for the image to reverse to

“saxophone player”.

Effect of bilingualism advantage is in processing conflict – i.e., Ambiguous Figure Task


Simon TaskSimon Task

When you see RED, tap with your right hand.

When you see BLUE, tap with your left hand.


Simon TaskSimon TaskMartin & BialystokMartin & Bialystok


(Incongruent – Congruent)

Bilingualism and Aging: Simon Bilingualism and Aging: Simon TaskTaskBialystok, Craik, Klein, & Viswanathan (2004)Bialystok, Craik, Klein, & Viswanathan (2004)


Control Data by DecadeControl Data by Decade

* Groups matched by intelligence test, language proficiency, & working memory.


Bilingualism and Aging: Simon Bilingualism and Aging: Simon TaskTaskBialystok, Craik, Klein, & Viswanathan (2004)Bialystok, Craik, Klein, & Viswanathan (2004)


Simon Task Data by Simon Task Data by DecadeDecade


Stroop Task: Word Stroop Task: Word ConditionCondition

blackblack

greengreen

redred

blueblue

blackblack

blueblue

greengreen

blueblue

blueblue

yellowyellow

greengreen

yellowyellow

blackblack

redred

redred

blueblue

yellowgreenblueyellowredbluegreengreen


Stroop Task: Color Stroop Task: Color NamingNaming

xxxxxxxx

xxxxxxxx

xxxxxxxx

xxxxxxxx

xxxxxxxx

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xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx


Stroop Task: TestStroop Task: Test(Incongruent vs. (Incongruent vs. Congruent)Congruent)greengreen

blackblack

blueblue

yellowyellow

blackblack

blueblue

blackblack

greengreen

redred

blueblue

yellowyellow

redred

greengreen

brownbrown

blackblack

blueblue

yellowgreenblueredblack greenblueyellow


Stroop Task DesignStroop Task Design

Test: Name the print colorCongruent Trials

Incongruent TrialsRead the Word

Name the Color

Correct answer for all 4 trial types = “RED”

Control Conditions


Control ConditionsControl Conditions


Stroop DataStroop Data(Bilingual advantage, Bilingual Aging advantage)(Bilingual advantage, Bilingual Aging advantage)


Relevance of lab Relevance of lab studies?studies? Newest study show bilinguals out-perform Newest study show bilinguals out-perform

monolinguals in driving simulations.monolinguals in driving simulations.


But I would not recommend this EVEN if you are a bilingual!!!

Don’t try this at home (or out on the road)!

Summary of Bilingual Summary of Bilingual Effect on CognitionEffect on CognitionDisadvantages for lexical retrieval Vocabulary

– PPVT Fluency

– Fluency and Boston Naming

Advantages for executive function Control of attention

– Simon task, Stroop task Switching

– Reversible Figures, Card Sort


Second Language Learning Second Language Learning (Snow 1998)(Snow 1998)

Some Practical Qs:Some Practical Qs: How can we improve foreign language How can we improve foreign language

teaching?teaching?

How can we decide if children should be in How can we decide if children should be in mainstream classrooms or taking classes in mainstream classrooms or taking classes in English as a second language?English as a second language?

Is it confusing or too difficult for children to Is it confusing or too difficult for children to grow up learning two languages grow up learning two languages simultaneously? simultaneously?

Questions

Some Questions you posed…Some Questions you posed…

Do children learning two separate languages at the Do children learning two separate languages at the same time separate the two? same time separate the two?

Can a person ever completely lose a language they Can a person ever completely lose a language they acquired before puberty?acquired before puberty?– Can we recover the lost language?Can we recover the lost language?– Social factors in language learning.Social factors in language learning.

Is it easier for people whose native language is Is it easier for people whose native language is considered hard to acquire new languages? considered hard to acquire new languages? – Language transferLanguage transfer

L1 helps L2 learningL1 helps L2 learning L1 interferes with L2 learningL1 interferes with L2 learning

Is there a critical period for L2?Is there a critical period for L2?

Questions: from Discussion Forum

Overhearing a language during Overhearing a language during childhoodchildhoodAu, Knightly, Jun, Oh (2002)Au, Knightly, Jun, Oh (2002)

22ndnd year Spanish learning students; L1 = year Spanish learning students; L1 = EnglishEnglish

Exposed Group: Heard Spanish for Exposed Group: Heard Spanish for several hrs each week between birth to several hrs each week between birth to 6 y.o. for at least 3 years (M = 9.3hr/wk, 6 y.o. for at least 3 years (M = 9.3hr/wk, SE = 3.7hr/wk). Less from 6 y.o. to 12 SE = 3.7hr/wk). Less from 6 y.o. to 12 y.o. (M = 3.7 hr/wk, SE = 1.2 hr/wk).y.o. (M = 3.7 hr/wk, SE = 1.2 hr/wk).

No Exposure Group: Did not hear No Exposure Group: Did not hear Spanish.Spanish.

Questions

Bottom-line: Phonology Benefits!

Parenting…Parenting…

Does this mean we should play Does this mean we should play infants CDs or DVDs from other infants CDs or DVDs from other languages?languages?

Questions

Kuhl, Tsao, Liu (2002)Kuhl, Tsao, Liu (2002)

Infants in monolingual English environments Infants in monolingual English environments were brought into lab for 12 sessions (25 min were brought into lab for 12 sessions (25 min each) during a period of 4 wks.each) during a period of 4 wks.

2 groups of 9 months-old infants2 groups of 9 months-old infants– Test infants: exposed to MandarinTest infants: exposed to Mandarin– Control infants: exposed to EnglishControl infants: exposed to English

Varied whether mode of exposureVaried whether mode of exposure– Played w/ and read to by ExperimenterPlayed w/ and read to by Experimenter– By AudioBy Audio– By TVBy TV

After training, infants tested on phonemic After training, infants tested on phonemic contrast in Mandarin, but not English using contrast in Mandarin, but not English using head-turn paradigm.head-turn paradigm.

Questions


Questions


Questions

CONCLUSIONS?

Question you posed…Question you posed…

Can a person ever completely Can a person ever completely lose a language they acquired lose a language they acquired before puberty?before puberty?– Can they recover the lost language?Can they recover the lost language?– Social factors in language learningSocial factors in language learning

Subtractive BilingualismSubtractive Bilingualism– Spanish (L1) speaking children learning Spanish (L1) speaking children learning

English (L2) may lose Spanish (L1)English (L2) may lose Spanish (L1) Additive BilingualismAdditive Bilingualism

– English (L1) speaking children learning English (L1) speaking children learning Spanish (L2) will not lose English (L1)Spanish (L2) will not lose English (L1)

Posted Discussion Forum Question


Is it easier for people whose native language Is it easier for people whose native language is considered hard to acquire new languages? is considered hard to acquire new languages? – Language transferLanguage transfer

L1 helps L2 learningL1 helps L2 learning L1 interferes with L2 learningL1 interferes with L2 learning

Examples of interference?Examples of interference? PhonologyPhonology Japanese and Chinese speakers use of articles (a, the)Japanese and Chinese speakers use of articles (a, the) Insertion of “do” in questions by German & FrenchInsertion of “do” in questions by German & French

– ““know you where the bus is?”know you where the bus is?” Perfect/Progressive marker by Hebrew speakers which Perfect/Progressive marker by Hebrew speakers which

only has past/present.only has past/present.



Is there a critical period for L2?Is there a critical period for L2?– What do you think, and why?What do you think, and why?

– Does it matter which aspect of Does it matter which aspect of language?language? Word learningWord learning MorphologyMorphology SyntaxSyntax


Prepositions (closed class Prepositions (closed class words): no effectswords): no effects

1. Objects contained by vs. supported by containers

• e.g. “ball in” vs. “on the container”

Prepositions (closed class Prepositions (closed class words): no effectswords): no effects

2. Objects folded vs. spread underneath other objects

• e.g. “foil under1” vs. “under2 the bowl”

Prepositions (closed class Prepositions (closed class words): AOA effectswords): AOA effects

1. People relative to object-regions vs. supporters

• e.g. “in the seats” vs. “on the sofa”

AOA = Age of Arrival


2. Indentations vs. images relative to surfaces:

• e.g. “crack in” vs. “paint on pavement”:


3. Top members vs. other members relative to set:

• e.g. “red book on stack” vs. “in stack”


4. Locations relative to political vs. geographic entities:

• e.g. “airport in the city” vs. “on the island”


5. Substances higher than vs. touching top surface

• e.g. “chocolate over” vs. “on the orange”


6. People relative to mass transit vs. small vehicles:

• e.g. “on the ferry” vs. “in the canoe”

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Psy1302 Psychology of Language