Cross-modal priming in bilingual sentence processing

Marinis, Theodoros

doi:10.1017/s1366728917000761

Cited by 11 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…), while poorest performance is found in clitic structures. Earlier research shows that certain structures such as wh-questions and relative clauses are associated with more persistent problems in bilingual language development (see Ibrahim & Hamann, 2017; Lillo-Martin, Koulidobrova, Quadros, & Chen Pichler, 2012; Marinis, 2018; Piñar et al, 2017; Roesch & Chondrogianni, 2016; Stavrakaki, Tasioudi, & Guasti, 2015). Thus, an additional analysis on structure errors alone was carried out in order to (a) disentangle syntax-only errors from all other types and (b) identify the specific structures that are more problematic for bilingual and monolingual children.…”

Section: Discussionmentioning

confidence: 99%

Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian–Greek-speaking children in sentence repetition

Kaltsa

Πρέντζα

Tsimpli

2019

International Journal of Bilingualism

View full text Add to dashboard Cite

Aim: The present study examines input and literacy effects in simultaneous and sequential bilinguals with the aim of (a) investigating the differences between bilingual and monolingual populations and (b) disentangling the individual contribution of different factors in bilingual syntactic abilities. Methodology: A sentence repetition task (SRT) in Greek with eight structures (Subject Verb Object [SVO], negative clauses, clitic structures, complement clauses, coordinated sentences, adverbial clauses, wh-questions and relative clauses) was employed. All bilinguals additionally participated in a standardized expressive vocabulary task in Greek to measure their lexical ability. Data: Sixty 8–10-year-old children (20 monolingual, 20 simultaneous and 20 late sequential bilinguals) were tested. Findings: The analysis showed that (a) monolinguals outperform sequential bilinguals in sentence repetition, (b) clitic structures are highly problematic for all participants, (c) vocabulary and syntactic skills are closely related for simultaneous but not for sequential bilinguals, (d) home language practices in the early years affect SRT performance and (e) sequential bilinguals benefit from literacy practices that support syntactic skills in the language tested. Overall, we found that the effect of input overrides the effect of a traditionally categorical factor in bilingualism: age of onset (AoO) of exposure to L2. Originality: The contribution of this study includes (a) the examination of syntactic abilities in bilinguals in connection with language input early in life and at the time of testing, (b) the non-pervasive role of age of exposure to the L2 in SRT performance and (c) the role of literacy measures as key factors affecting syntactic skills in bilinguals. Implications: Quality of input and literacy in particular have been shown to affect bilingual syntactic skills, suggesting that enhancing literacy exposure as a language policy for bilinguals has a significantly positive impact on language development.

show abstract

Section: Discussionmentioning

confidence: 99%

Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian–Greek-speaking children in sentence repetition

Kaltsa

Πρέντζα

Tsimpli

2019

International Journal of Bilingualism

View full text Add to dashboard Cite

show abstract

“…Offline tasks such as untimed acceptability judgement tasks are typically considered conducive to testing and measuring explicit knowledge, while online tasks such as cross-modal priming tasks (CMPTs), which detect participants' automatic response to stimuli, are considered appropriate for measuring implicit knowledge (cf. Godfroid et al, 2015;Marinis, 2010Marinis, , 2018. The majority of L3 studies in the literature reported data elicited from offline tasks and not much work on L3 morphosyntax has employed online processing methods (see reviews in De Bot & Jaensch, 2015;Rothman et al, 2019).…”

Section: Online Vs Offline Tasks In L3 Researchmentioning

confidence: 99%

“…The CMPT is a well-established method for detecting activation of lexical and syntactic information during sentence comprehension, which integrates verbal and visual modalities (cf. Hu & Jiang, 2011;Marinis, 2018). This method was adapted in our study, in which all tokens were mini dialogues consisting of two sentences (uttered respectively by Speakers A and B), as illustrated in ( 5)-( 8).…”

Section: Materials and Proceduresmentioning

confidence: 99%

Disentangling cues of different domains in transfer and development in L3 acquisition: An investigation of L2/L3 Mandarin yes-no questions

Guo,

Yuan

2024

Bilingualism

View full text Add to dashboard Cite

This empirical study aims to shed light on L3 initial-stage transfer and later development by investigating Q-operations in L1 English–L2 Cantonese and L1 Cantonese–L2 English bilinguals’ L3 Mandarin and L1 English speakers’ L2 Mandarin at low and high proficiency levels. Data from an online cross-modal priming task and an offline acceptability judgement task found that structural similarity determines transfer source selection. Adopting a de-compositional approach to cues of different domains, we have found both facilitative and detrimental transfer effects from Cantonese, with the latter triggered by orthographic and phonological cues. Our data also suggest that detrimental transfer effects can persist at an advanced stage and that L3 development and acquisition results can be affected by various factors such as word frequency and the nature of learning situations.

show abstract

“…Note that in such contexts, the putative gap position and the subcategorizer (love) are adjacent. In order to 10 For a critical review of CMLP in the context of bilingualism research, see Heredia & Cieślicka (2019); for an overview of the methodology, see Marinis (2018). distinguish these accounts on the basis of reactivation data, experimental materials would need to be devised in which the gap position and the subcategorizer are not adjacent; see, for example, Nicol (1993) andFeatherston (2001: Experiments 1-3).…”

Section: The Psychological Reality Of Empty Categoriesmentioning

confidence: 99%

Processing dissociations between raising and control in Brazilian Portuguese

Merchant,

Gupton

2024

J. Ling.

View full text Add to dashboard Cite

Generative approaches to syntactic control have traditionally viewed it as a distinct component of the grammar, one that governs the interpretation and distribution of the empty category (EC) PRO. However, the Movement Theory of Control (MTC) proposes that control should instead be conceived of as a form of raising, with both sentence types involving the EC DP/NP Trace. In addition to theoretical arguments, some behavioral research on antecedent reactivation has demonstrated that different ECs reactivate their antecedents to different degrees and at different points in the time course of comprehension. In this study, we used a cross-modal repetition priming paradigm to examine antecedent reactivation in Brazilian Portuguese. We found significantly greater activation at the gap position in raising sentences and in those with overt pronouns as compared to (exhaustive) control sentences, consistent with the standard account of raising and the traditional view of control as involving a distinct EC. Additionally, we found some evidence for a differentiation between exhaustive and partial control structures. Overall, our results suggest that 1) similar linguistic mechanisms are employed in the processing of sentences that involve overt pronouns and DP/NP traces, and 2) different mechanisms are employed in the processing of raising and control structures, a finding we view as inconsistent with the MTC.

show abstract

Cross-modal priming in bilingual sentence processing

Cited by 11 publications

References 21 publications

Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian–Greek-speaking children in sentence repetition

Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian–Greek-speaking children in sentence repetition

Disentangling cues of different domains in transfer and development in L3 acquisition: An investigation of L2/L3 Mandarin yes-no questions

Processing dissociations between raising and control in Brazilian Portuguese

Contact Info

Product

Resources

About