In three experiments we test the assumption that idioms have their own lexical entry, which is linked to its constituent lemmas (Cutting & Bock, 1997). Speakers produced idioms or literal phrases (Experiment 1), completed idioms (Experiment 2), or switched between idiom completion and naming (Experiment 3). The results of Experiment 1 show that identity priming speeds up idiom production more effectively than literal phrase production, indicating a hybrid representation of idioms. In Experiment 2, we find effects of both phonological and semantic priming. Thus, elements of an idiom can not only be primed via their wordform, but also via the conceptual level. The results of Experiment 3 show that preparing the last word of an idiom primes naming of both phonologically and semantically related targets, indicating that literal word meanings become active during idiom production. The results are discussed within the framework of the hybrid model of idiom representation

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Studies on cognitive effort have shown that pupil dilation is a reliable indicator of memory load. However, it is conceivable that there are other sources of effort involved in memory that also affect pupil dilation. One of these is the ease with which an item can be retrieved from memory. Here, we present the results of an experiment in which we studied the way in which pupil dilation acts as an online marker for memory processing during the retrieval of paired associates while reducing confounds associated with motor responses. Paired associates were categorized into sets containing either 4 or 7 items. After learning the paired associates once, pupil dilation was measured during the presentation of the retrieval cue during four repetitions of each set. Memory strength was operationalized as the number of repetitions (frequency) and set-size, since having more items per set results in a lower average recency. Dilation decreased with increased memory strength, supporting the hypothesis that the amplitude of the evoked pupillary response correlates positively with retrieval effort. Thus, while many studies have shown that “memory load” influences pupil dilation, our results indicate that the task-evoked pupillary response is also sensitive to the experimentally manipulated memory strength of individual items. As these effects were observed well before the response had been given, this study also suggests that pupil dilation can be used to assess an item’s memory strength without requiring an overt response.

This study investigated whether lifelong bilingualism can be associated with enhanced executive control, particularly mental flexibility, and with a modulation of an age-related decline in these functions. We compared performance of middle-aged and elderly speakers of German and bilingual speakers of Dutch and Frisian in a cued task-switching paradigm. All bilinguals were fluent in the same, closely-related language pairs. Bilinguals incurred significantly lower switching costs than monolinguals, and elderly bilinguals were less affected by an age-related increase in switching costs than monolinguals. Bilinguals did not differ from monolinguals in the size of the mixing costs. Our findings suggest that lifelong bilingualism correlates with enhanced ability to shift between mental sets, as well as increased resistance to proactive interference. The fact that we found significant group differences – while some previous studies did not – may be attributable to the choice of our task and to the cognateness of the languages involved.

In this study we investigate the effect of age of acquisition (AoA) on grammatical processing in second language learners as measured by event-related brain potentials (ERPs). We compare a traditional analysis involving the calculation of averages across a certain time window of the ERP waveform, analyzed with categorical groups (early vs. late), with a generalized additive modeling analysis, which allows us to take into account the full range of variability in both AoA and time. Sixty-six Slavic advanced learners of German listened to German sentences with correct and incorrect use of non-finite verbs and grammatical gender agreement. We show that the ERP signal depends on the AoA of the learner, as well as on the regularity of the structure under investigation. For gender agreement, a gradual change in processing strategies can be shown that varies by AoA, with younger learners showing a P600 and older learners showing a posterior negativity. For verb agreement, all learners show a P600 effect, irrespective of AoA. Based on their behavioral responses in an offline grammaticality judgment task, we argue that the late learners resort to computationally less efficient processing strategies when confronted with (lexically determined) syntactic constructions different from the L1. In addition, this study highlights the insights the explicit focus on the time course of the ERP signal in our analysis framework can offer compared to the traditional analysis.