Review of Bilingualism, multiculturalism, and second language learning: The McGill conference in honour of Wallace E. Lambert.

Reviews the book, Bilingualism, multiculturalism, and second language learning: The McGill conference in honour of Wallace E. Lambert edited by Allan G. Reynolds (see record 1991-97762-000). Wallace Lambert has been a major figure in Canadian psychology since the mid-1950s. In a publishing career that has spanned almost 40 years, his work has influenced almost every aspect of the psychology of language, in particular the psychology of bilingualism and second language acquisition. This volume offers a fascinating and highly readable retrospect and update on the research and theoretical work of Lambert and his doctoral students, most of whom have also become leaders in their respective fields of psychological inquiry. This is a truly remarkable book. Unlike many edited volumes, all the chapters relate together coherently, and collectively they present a vivid picture of the evolution and current status of the mainstream of Canadian psychological research on bilingualism and cultural diversity. It would make an excellent graduate text in the area of social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Language learning and concept acquisition: Foundational issues.

Reviews the book, Language Learning and concept acquisition: Foundational issues edited by William Demopoulos and Ausonio Marras (1986). This is a stimulating and informative book presenting various attempts to account for the highly regular nature of language acquisition. Although many of the individual chapters in this book are quite excellent, the book suffers from a lack of cohesiveness because: (1) the chapters vary tremendously in their complexity and completeness--some are written at an introductory level, whereas others assume the reader to have a highly sophisticated knowledge base; and (2) the editors make no attempt to tie the book together. There are no introductory or summary comments to the various sections in the book and, in fact, there is not even a proper foreword. This severely limits the usefulness of the book. Nevertheless, I would recommend this collection of readings to researchers and scholars in the fields of psychology, linguistics, philosophy, and the cognitive sciences. It contains many provocative ideas, and would be particularly useful to study in a seminar (or other group) setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age of acquisition and word frequency effects in picture naming: A dual-task investigation.

In 2 experiments, the authors explored age of acquisition (AoA) and word frequency (WF) effects in picture naming using the psychological refractory period paradigm. In Experiment 1, participants named a picture and then, a short time later, categorized 1 of 3 possible auditory tones as high, medium, or low. Both AoA (Experiment 1A) and WF (Experiment 1B) effects propagated onto tone discrimination reaction times (RTs), with the effects of AoA being stronger. In Experiment 2, the to-be-named picture followed the auditory tone by a varying interval. As the interval decreased, picture naming RTs increased. The relationship between the interval and AoA (Experiment 2A) was reliably underadditive; AoA effects were eliminated at the shortest interval. In contrast, WF (Experiment 2B) was additive with the effects of the interval. These results demonstrate an empirical dissociation between AoA and WF effects. AoA affects processing stages that precede those that are sensitive to WF. The implications for theories of picture naming are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of language-acquisition contexts on bilingualism.

"Bilinguals were classified as having learned their two languages in either separated or fused contexts… . It was found that experience in separated contexts comparatively increases the associative independence of translated equivalents in the bilingual's two languages. If the bilingual has learned his two languages in culturally distinctive contexts, the semantic differences between translated equivalents is comparatively increased. There was no difference found in faculty to switch from one language to the other than can be attributed to contextual influences." From Psyc Abstracts 36:01:1GH39L. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in strategic behavior during a computation-based skill acquisition task.

The authors evaluated mechanistic and metacognitive accounts of age differences in strategy transitions during skill acquisition. Old and young participants were trained on a task involving a shift from performing a novel arithmetic algorithm to responding via associative recognition of equation–solution pairings. The strategy shift was manipulated by task instructions that either (a) equally focused on speed and accuracy, (b) encouraged retrieval use as a method toward fast responding, or (c) offered monetary incentives for fast retrieval-based performance. Monetary incentives produced a more rapid shift to retrieval relative to standard instructions; older adults showed a greater incentives effect on retrieval use than younger adults. Monetary incentives encouraged retrieval use and response time improvements despite accuracy costs (a speed–accuracy tradeoff). The pattern of results suggested a role of metacognitive and volitional factors in retrieval shift, indicating that an associative learning deficit cannot fully account for older adults’ delayed strategy shift. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The arbitrariness of the sign: Learning advantages from the structure of the vocabulary.

Recent research has demonstrated that systematic mappings between phonological word forms and their meanings can facilitate language learning (e.g., in the form of sound symbolism or cues to grammatical categories). Yet, paradoxically from a learning viewpoint, most words have an arbitrary form-meaning mapping. We hypothesized that this paradox may reflect a division of labor between 2 different language learning functions: arbitrariness facilitates learning specific word meanings and systematicity facilitates learning to group words into categories. In a series of computational investigations and artificial language learning studies, we varied the extent to which the language was arbitrary or systematic. For both the simulations and the behavioral studies, we found that the optimal structure of the vocabulary for learning incorporated this division of labor. Corpus analyses of English and French indicate that these predicted patterns are also found in natural languages. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The influence of type and token frequency on the acquisition of affixation patterns: Implications for language processing.

Rules, and exceptions to such rules, are ubiquitous in many domains, including language. Here we used simple artificial grammars to investigate the influence of 2 factors on the acquisition of rules and their exceptions, namely type frequency (the relative numbers of different exceptions to different regular items) and token frequency (the number of exception tokens relative to the number of regular tokens). We familiarized participants to either a prefixation pattern (where regulars started with /ZaI/ and exceptions ended with /ZaI/) or a suffixation pattern (where regulars ended with /ZaI/ and exceptions started with /ZaI/). We show that the type and the token frequency of regular items and exceptions influence in different ways what participants can learn. For the exceptions to be learned, they have to occur sufficiently often so that participants can memorize them; this can be achieved by a high token frequency. However, a high token frequency of the exceptions also impaired the acquisition of the regular pattern. In contrast, the type frequency of the patterns seemed to determine whether the regular pattern could be learned: When the type frequency of the regular items was sufficiently high, participants successfully learned the regular pattern even when the exceptions were played so often that 66% of the familiarization items were exceptions. We discuss these findings in the context of general learning mechanisms and the role they may play in language acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modeling language acquisition in atypical phenotypes.

An increasing number of connectionist models have been proposed to explain behavioral deficits in developmental disorders. These simulations motivate serious consideration of the theoretical implications of the claim that a developmental disorder fits within the parameter space of a particular computational model of normal development. The authors examine these issues in depth with respect to a series of new simulations investigating past-tense formation in Williams syndrome. This syndrome and the past-tense domain are highly relevant because both have been used to make strong theoretical claims about the processes underlying normal language acquisition. The authors conclude that computational models have great potential to advance psychologists' understanding of developmental deficits because they focus on the developmental process itself as a pivotal causal factor in producing atypical phenotypic outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dissociating word frequency and age of acquisition: The klein effect revived (and reversed).

The Klein effect (G. S. Klein, 1964) refers to the finding that high-frequency words produce greater interference in a color-naming task than low-frequency words. The present study used the Klein effect to investigate the relationship between frequency and age of acquisition (AoA) by measuring their influence on color naming. Two experiments showed reliable effects of frequency (though in the opposite direction to that reported by Klein) but no effects of AoA. Experiment 1 produced a dissociation between frequency and AoA when manipulated orthogonally. Experiment 2 produced the same dissociation using different stimuli. In contrast, both variables reliably influenced word naming. These findings are inconsistent with the view that frequency and AoA are 2 aspects of a single underlying mechanism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Perception of Second Language Sounds in Early Bilinguals: New Evidence From an Implicit Measure.

Previous studies have suggested that nonnative (L2) linguistic sounds are accommodated to native language (L1) phonemic categories. However, this conclusion may be compromised by the use of explicit discrimination tests. The present study provides an implicit measure of L2 phoneme discrimination in early bilinguals (Catalan and Spanish). Participants classified the 1st syllable of disyllabic stimuli embedded in lists where the 2nd, task-irrelevant, syllable could contain a Catalan contrastive variation (/ε/-/e/) or no variation. Catalan dominants responded more slowly in lists where the 2nd syllable could vary from trial to trial, suggesting an indirect effect of the /ε/-/e/ discrimination. Spanish dominants did not suffer this interference, performing indistinguishably from Spanish monolinguals. The present findings provide implicit evidence that even proficient bilinguals categorize L2 sounds according to their L1 representations. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

How do highly proficient bilinguals control their lexicalization process? Inhibitory and language-specific selection mechanisms are both functional.

The authors report 4 experiments exploring the language-switching performance of highly proficient bilinguals in a picture-naming task. In Experiment 1, they tested the impact of language similarity and age of 2nd language acquisition on the language-switching performance of highly proficient bilinguals. Experiments 2, 3, and 4 assessed the performance of highly proficient bilinguals in language-switching contexts involving (a) the 2nd language (L2) and the L3 of the bilinguals, (b) the L3 and the L4, and (c) the L1 and a recently learned new language. Highly proficient bilinguals showed symmetrical switching costs regardless of the age at which the L2 was learned and of the similarities of the 2 languages and asymmetrical switching costs when 1 of the languages involved in the switching task was very weak (an L4 or a recently learned language). The theoretical implications of these results for the attentional mechanisms used by highly proficient bilinguals to control their lexicalization process are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The acquisition of robust and flexible cognitive skills.

The authors introduce a model of skill acquisition that incorporates elements of both traditional models and models based on embedded cognition by striking a balance between top-down and bottom-up control. A knowledge representation is used in which pre- and postconditions are attached to actions. This model captures improved performance due to learning not only in terms of shorter solution times and lower error rates during the task but also in an increased flexibility to solve similar problems and robustness against unexpected events. In 3 experiments using a complex aviation task, the authors contrasted instructions that explicitly stated pre- and postconditions with conventional instructions that did not. The instructions with pre- and postconditions led to better and more robust performance than other instructions, especially on problems that required transfer. The parameters of the model were estimated to obtain a quantitative fit of the results of Experiment 1, which was then successfully used to predict the results of Experiments 2 and 3. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence and a computational explanation of cultural differences in facial expression recognition.

Facial expressions are crucial to human social communication, but the extent to which they are innate and universal versus learned and culture dependent is a subject of debate. Two studies explored the effect of culture and learning on facial expression understanding. In Experiment 1, Japanese and U.S. participants interpreted facial expressions of emotion. Each group was better than the other at classifying facial expressions posed by members of the same culture. In Experiment 2, this reciprocal in-group advantage was reproduced by a neurocomputational model trained in either a Japanese cultural context or an American cultural context. The model demonstrates how each of us, interacting with others in a particular cultural context, learns to recognize a culture-specific facial expression dialect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive skill acquisition and transfer in younger and older adults.

The acquisition of cognitive skills often depends on 1 of (or a combination of) 2 processes, the execution of an algorithm, and the retrieval of problem instances. This study examined the effects of age and repetition of problem instances on the production and verification of solutions to 2 serially presented sets of alphabet arithmetic problems. Analyses of the parameters derived from power-function fits for individuals revealed age differences favoring young adults in improvement span, learning rate, and asymptote. For both age groups, the beneficial effects of repetitions on 1st-set response times were attributable to algorithmic speedup and to the retrieval of instances, whereas improvements in the speed of 2nd-set response times were attributable primarily to item retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural differences in strategic behavior: A study in computational estimation.

Imbo and LeFevre (2009) observed that Asians (responding in their 2nd language) selected strategies less adaptively than did non-Asians (responding in their 1st language). In the present research, we tested whether adaptive strategy selection is (a) really more resource demanding for Asians than for non-Asians or (b) more resource demanding for participants answering in a nonpreferred language. Three groups of participants were tested on a computational estimation task (e.g., 42 × 57 ≈ ?) in no-load and load conditions: 40 Belgian-educated adults who answered in their first language (Dutch), 40 Chinese-educated adults who answered in their first language (Chinese), and 40 Chinese-educated adults who answered in their second language (English). Although the Chinese were faster and more accurate than the Belgians, they selected strategies less adaptively. That is, the Chinese were less likely to choose the strategy that produced the best estimate; this was especially so when their working memory was loaded. Further, we also observed that the Chinese who answered in English were slower than the Chinese who answered in Chinese; this difference was larger for difficult strategies and under working memory load. These results are interpreted in terms of the encoding complex model, whereas the explanation for the adaptivity results is based on cultural differences in educational history. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cerebral dominance and speech acquisition in deaf children.

In examining the prediction that left cerebral dominance, as indexed by hand and sighting preference, should be a positive accompaniment of speech learning in individuals whose cerebral speech areas are likely to be in the left hemisphere, it was found that over a 10-12 year period of formal education right-handed-right-sighting deaf students consistently earned higher speech grades than their right-handed-left sighting and right-handed-mixed-sighting counterparts matched on the basis of hearing loss. This finding supports the hypothesis that the cerebral mechanisms relevant to speech acquisition are simplified, facilitated, and/or less prone to interference when control of speech, hand, and eye is localized primarily in 1 hemisphere of the brain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Statistical regularities in vocabulary guide language acquisition in connectionist models and 15-20-month-olds.

This research tested the hypothesis that young children's bias to generalize names for solid objects by shape is the product of statistical regularities among nouns in the early productive vocabulary. Data from a 4-layer Hopfield network suggested that the statistical regularities in the early noun vocabulary are strong enough to create a shape bias, and that the shape bias is overgeneralized to nonsolid stimuli. A 2nd simulation suggested that this overgeneralization is due to the dominance of names for shape-based categories in the early noun vocabulary. Two subsequent longitudinal experiments tested whether it is possible to create word learning biases in children. Children 15-20 months old were given intensive naming experiences with 12 noun categories typical of the types of categories children learn to name early. The children developed a precocious shape bias that was overgeneralized to naming nonsolid substances; they also showed accelerated vocabulary development. Children taught an atypical set of nouns or no new nouns did not develop a shape bias and did not show accelerated vocabulary development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems.

Two hundred and four 5- and 6-year-olds who were monolingual English-, bilingual English-Chinese-, or Chinese-speaking children beginning to learn English (2nd-language learners) were compared on phonological awareness and word decoding tasks in English and Chinese. Phonological awareness developed in response to language exposure and instruction but, once established, transferred across languages for both bilinguals and 2nd-language learners. In contrast, decoding ability developed separately for each language as a function of proficiency and instruction in that language and did not transfer to the other language. Therefore, there was no overall effect of bilingualism on learning to read: Performance depended on the structure of the language, proficiency in that language, and instructional experiences with that writing system. These results point to the importance of evaluating the features of the languages and instructional context in which children become biliterate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Role of Age and Perceptual Symbols in Language Comprehension.

Older and younger participants read sentences about objects and were then shown a picture of an object that either matched or mismatched the implied shape of the object in the sentence. Participants' response times were recorded when they judged whether the object had been mentioned in the sentence. Responses were faster in the shape-matching condition for all participants, but the mismatch effect was stronger for older than for younger adults, even when the larger variability of the older group's response times was controlled for. These results suggest that older adults may construct stronger situation models than younger adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A formal, computational theory of multiple-goal pursuit: Integrating goal-choice and goal-striving processes.

Understanding the processes involved when pursuing multiple goals over time is a central question for motivational theorists. A dynamic, computational model integrating theories of goal striving and goal choice is presented to account for data emerging from Schmidt and DeShon's (2007) multiple-goal-pursuit protocol. The simulated results match the results reported in their study, including the finding that relative discrepancy from the goals positively predicted resource allocation early on but negatively predicted it toward the end of the session. Variance in parameters in the model also accounted for individual differences found in the data. Discussion focuses on the theoretical contribution of formally integrating elements of self-regulation theories, further empirical work needed to test the model, and further theoretical work needed to continue the integration process exemplified here. (PsycINFO Database Record (c) 2010 APA, all rights reserved)