Bilingual Memory

Heredia, Roberto R.; Brown, Jeffrey P.

doi:10.1002/9780470756997.ch9

Cited by 10 publications

(13 citation statements)

References 64 publications

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“…Meara (1996) and Zareva and colleagues (Zareva, 2007;Zareva, Schwanenflugel, & Nikolova, 2005) set this threshold at approximately 5,000-6,000 and 9,000 words, respectively. The notion that breadth is a more basic dimension of lexical proficiency than depth is in line with the predictions of a class of models of L2 vocabulary acquisition based on Kroll and Stewart's (1994) revised hierarchical model (see also Heredia & Brown, 2006;Jiang, 2000; but, for a differing perspective, see also Kroll & Dijkstra, 2002). These models have in common the claim that L2 vocabulary acquisition starts with the establishment of a direct link between a newly acquired word form and what is perceived as its translation equivalent in the L1 and then gradually progresses toward deeper lexical knowledge.…”

Section: Depth and Breadth Of Vocabulary Knowledgesupporting

confidence: 58%

Fixed-choice word-association tasks as second-language lexical tests: What native-speaker performance reveals about their potential weaknesses

Dronjic

Helms-Park

2012

Applied Psycholinguistics

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Qian and Schedl's Depth of Vocabulary Knowledge Test was administered to 31 native-speaker undergraduates under an "unconstrained" condition, in which the number of responses to headwords was unfixed, whereas a corresponding group (n = 36) completed the test under the original "constrained" condition. Results revealed lower accuracy in the unconstrained condition and in paradigmatic versus syntagmatic responses. Native speakers failed to reach the 90% criterion on most unconstrained and many constrained items. Although certain modifications could improve such a test (e.g., eliminating psycholinguistically anomalous headwords, such as adjectives, or presenting responses to headwords discontinuously), two intransigent problems impede test validity. First, collocates in the mental lexicon differ in tightness and vary across dialects, sociolects, and age groups. Second, it is more serious that second-language Depth of Vocabulary Knowledge Tests are likely spot checks of metalinguistic knowledge rather than depth tests that reflect what learners would actually produce in spontaneous utterances.The last two decades have seen a renewal of interest in vocabulary and a surge in the number of studies on second-language (L2) lexical acquisition. Despite this progress, L2 lexical studies frequently remain uninformed by current psycholinguistic research. Nowhere is this more evident than in the case of lexical testing and the linguistic and psycholinguistic frameworks within which lexical testing is conducted. Standardized, valid, and reliable vocabulary measures are still scarce, particularly so when one considers languages spoken outside the few countries able to sustain lexical testing research. As would be expected, the situation is the best in the case of English, for which there are now quite a few lexical tests

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Section: Depth and Breadth Of Vocabulary Knowledgesupporting

confidence: 58%

Fixed-choice word-association tasks as second-language lexical tests: What native-speaker performance reveals about their potential weaknesses

Dronjic

Helms-Park

2012

Applied Psycholinguistics

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“…To conclude, it becomes apparent from the arguments presented thus far that the controversial results of certain studies like the present study on bilingual language use may be because of differences between experimental tasks (see Heredia & Brown, 2004), bilinguals' level of proficiency in the nonnative language (e.g., de Groot & Hoeks, 1995), and the kind of materials or word type used (e.g., de Groot, 1992de Groot, , 1995Frenck-Mestre & Prince, 1997). Although our results are not conclusive, we may reconcile the findings from the two experimental tasks we employed, by supporting the idea of a combinatorial and flexible use of conceptual and lexical connections in memory structure of fluent bilinguals, where linguistic information may be encoded and decoded depending on the cognitive requirements of the task at hand.…”

Section: Discussionmentioning

confidence: 64%

Bilingual language representation and cognitive processes in translation

Hatzidaki¹,

Pothos²

2008

Applied Psycholinguistics

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Atext-translation task and a recognition task investigated the hypothesis thatsemantic memoryprincipally mediates translation from a bilingual's native first language (L1) to her second language (L2), whereaslexical memorymediates translation from L2 to L1. This has been held for word translation by the revised hierarchical model (RHM) of Kroll and Stewart. The results from Greek, English, and French fluent bilinguals showed semantic errors in L1–L2 direction and lexical errors in L2–L1 direction in the translation task as RHM would predict, but not semantic effects in L1–L2 direction in the word recognition task. These findings suggest a flexible use of conceptual and lexical connections that fluent bilinguals engage, depending upon the cognitive processes required by the task at hand.

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“…Many questions pertaining to biculturalism remain unanswered, especially those mirroring the well-studied phenomenon of bilingualism. For example, our experiments cannot answer whether there are one or two memory systems for music or whether the memory systems are interdependent or independent (see Heredia & Brown, 2004, and Pavlenko, 2000, for reviews). They cannot answer whether the presence of one type of music activates another type and whether competitions of the two types exist (e.g., Marian & Spivey, 2003).…”

Section: Discussionmentioning

confidence: 99%

Bimusicalism: The Implicit Dual Enculturation of Cognitive and Affective Systems

Wong¹,

Roy²,

Margulis

2009

Music Perception

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One prominent example of globalization and mass cultural exchange is bilingualism, whereby world citizens learn to understand and speak multiple languages. Music, similar to language, is a human universal, and subject to the effects of globalization. In two experiments, we asked whether bimusicalism exists as a phenomenon, and whether it can occur even without explicit formal training and extensive music-making. Everyday music listeners who had significant exposure to music of both Indian (South Asian) and Westerners traditions (IW listeners) and listeners who had experience with only Indian or Western culture (I or W listeners) participated in recognition memory and tension judgment experiments where they listened to Western and Indian music. We found that while I and W listeners showed an in-culture bias, IW listeners showed equal responses to music from both cultures, suggesting that dual mental and affective sensitivities can be extended to a nonlinguistic domain.

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Bilingual Memory

Cited by 10 publications

References 64 publications

Fixed-choice word-association tasks as second-language lexical tests: What native-speaker performance reveals about their potential weaknesses

Fixed-choice word-association tasks as second-language lexical tests: What native-speaker performance reveals about their potential weaknesses

Bilingual language representation and cognitive processes in translation

Bimusicalism: The Implicit Dual Enculturation of Cognitive and Affective Systems

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