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Bilingual processing: A dynamic and rapidly changing field
... The purpose of the Research Topic titled "Cognition and language contact: interdisciplinary and multidisciplinary approaches" was to delve deeper into the complex interplay between human cognition and language. Over recent decades, the enigmatic ways in which the human mind processes multiple languages have captivated researchers (Kroll and Groot, 2005;Schwieter and Tokowicz, 2015). By drawing on diverse fields such as linguistics, cognitive psychology, neuroscience, and computer science, researchers have gained more and more understanding of the intricate mechanisms that underpin language processing (Kroll and Groot, 2005; De Zubicaray and Schiller, 2019). ...
... Levelt, 1989;De Bot, 1992) to recent ones adopting tenets of chaos theory (e.g. Schwieter & Tokowicz, 2015) and computational modelling (e.g. Li & Zhao, 2015). ...
This paper reviews aspects of chaos theory and how they apply to our understanding of language, speech in its rudimentary form, as well as of language learning, referring to the development of the human faculty of speech in monolingual, bilingual, second language and dialectal settings, both diachronically and synchronically. Chaos theory is suited for investigations into the behavior of dynamical systems, language being one such system, while mathematics used in chaos theory facilitate quantitative analyses in linguistic investigations. This paper provides quantitative evidence of ordered chaotic patterns, such as a strange attractor, in the developmental acquisition of speech and supplements previous work. It does so by investigating a bilingual Greek/English child's phonological development longitudinally. The focus is on the acquisition of the child's voiced interdental fricative /ð/ in English from age 2 years and 6 months to age 3 years and 10 months. It is suggested that such chaotic phenomena evidenced in the current study are characteristic of dynamics of speech in its other forms.
A neglected question regarding cognitive control is how control processes might detect situations calling for their involvement. The authors propose here that the demand for control may be evaluated in part by monitoring for conflicts in information processing. This hypothesis is supported by data concerning the anterior cingulate cortex, a brain area involved in cognitive control, which also appears to respond to the occurrence of conflict. The present article reports two computational modeling studies, serving to articulate the conflict monitoring hypothesis and examine its implications. The first study tests the sufficiency of the hypothesis to account for brain activation data, applying a measure of conflict to existing models of tasks shown to engage the anterior cingulate. The second study implements a feedback loop connecting conflict monitoring to cognitive control, using this to simulate a number of important behavioral phenomena.
First Language Attrition examines linguistic aspects of the attrition or loss of first language abilities in bilinguals through a collection of studies in various language groups. The phenomena of attrition are examined at both the individual bilingual and societal levels. This volume is divided into three sections: Part I surveys different aspects of existing empirical evidence to arrive at theoretical generalisations about language attrition. Part II comprises group studies examining attrition in societal bilingualism or in groups of bilingual individuals. Part III contains individual case studies of bilingual children and adults. The research reported in this text investigates first language attrition in a variety of linguistic areas such as syntax, morphology, semantics, phonology and lexicon with the following first languages: Spanish, German, Hebrew, Dyirbal, English, Breton, Dutch, Hungarian, Russian, French and Pennsylvania German. Although there is growing interest in bilingualism, this is the first work to examine the effects of the acquisition of a second language on linguistic abilities in the first language.
The cross-linguistic differences documented in studies of relative clause attachment offer an invaluable opportunity to examine a particular aspect of bilingual sentence processing: Do bilinguals process their two languages as if they were monolingual speakers of each? This volume provides a review of existing research on relative clause attachment, showing that speakers of languages like English attach relative clauses differently than do speakers of languages like Spanish. Fernández reports the findings of an investigation with monolinguals and bilinguals, tested using speeded ("on-line") and unspeeded ("off-line") methodology, with materials in both English and Spanish. The experiments reveal similarities across the groups when the procedure is speeded, but differences with unspeeded questionnaires: The monolinguals replicate the standard cross-linguistic differences, while bilinguals have language-independent preferences determined by language dominance — bilinguals process stimuli in either of their languages according to the general preferences of monolinguals of their dominant language.
Without words, children can't talk about people, places, things, actions, relations, or states, and they have no grammatical rules. Without words, there would be no sound structure, no word structure, and no syntax. The lexicon is central in language, and in language acquisition. Eve Clark argues for this centrality and for the general principles of conventionality and contrast at the core of language acquisition. She looks at the hypotheses children draw on about possible word meanings, and how they map their meanings on to forms. The book is unusual in dealing with data from a wide variety of languages, in its emphasis on the general principles children rely on as they analyse complex word forms, and in the broad perspective it takes on lexical acquisition.
How is language organized in the human brain? The Neuroscience of Language, published in 2003, puts forth a systematic model of language to bridge the gap between linguistics and neuroscience. Neuronal models of word and serial order processing are presented in the form of a computational, connectionist neural network. The linguistic emphasis is on words and elementary syntactic rules. Introductory chapters focus on neuronal structure and function, cognitive brain processes, the basics of classical aphasia research and modern neuroimaging of language, neural network approaches to language, and the basics of syntactic theories. The essence of the work is contained in chapters on neural algorithms and networks, basic syntax, serial order mechanisms, and neuronal grammar. Throughout, excursuses illustrate the functioning of brain models of language, some of which are accessible as animations on the book's accompanying web site. It will appeal to graduate students and researchers in neuroscience, psychology, linguistics, and computational modeling.
The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA researchers and those involved in SL pedagogy. Recent theoretical research into SLA and SL pedagogy has shown renewed interest in the role of cognitive variables such as attention, short, working, and long term memory, and automaticity of language processing. This volume first examines the theoretical foundations of research into the cognitive processes underlying SLA, and then describes various implications for pedagogically oriented research and for SL classroom practice. The blend of research from the cognitive sciences and applied linguistics make it an excellent introduction to applied linguists and language teachers interested in the psycholinguistic processes underlying SLA.
Input and Evidence: the raw material of second language acquisition is an empirical and theoretical treatment of one of the essential components of SLA: the input to language learning mechanisms. It reviews and adds to the empirical studies showing that negative evidence (correction, feedback, repetitions, reformulations) play a role in language acquisition in addition to that played by ordinary conversation. At the same time, it embeds discussion of input within a framework which includes a serious treatment of language processing, including the problem of modularity and the question of how semantic representations can influence grammatical ones. It lays the foundation for the development of a truly explanatory theory of SLA in the form of the Autonomous Induction Theory which combines a model of induction with an interpretation of Universal Grammar, thereby permitting, for the the first time, a coherent approach to the problem of constraining induction in SLA.