Novel L2 words do not facilitate but interfere with their L1 translations during picture naming – behavioural and event-related potential evidence

Geukes, Sebastian; Zwitserlood, Pienie

doi:10.1080/23273798.2016.1209530

Cited by 5 publications

(10 citation statements)

References 61 publications

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“…Neither of these predictions was born out. However, this result is consistent with results reported by Geukes and Zwitserlood (2016), when investigating the processing of newly learned foreign vocabulary. to be more or less polite or formal, or to address children (e.g., child-directed speech).…”

Section: Discussionsupporting

confidence: 92%

“…However, we are not the first to report null effects from L1 distractors when naming in the L2. Geukes and Zwitserlood (2016) Furthermore, when participants named pictures using the newly learned picture labels, no significant effects were observed from the L1 distractors, exactly as we observed in Experiment 4. Because the numerical pattern in their experiment trended towards a facilitation effect, Geukes and Zwitserlood interpreted thier null effect in terms of a power limitation.…”

Section: Response Dialectsupporting

confidence: 76%

“…However, they tested highly proficient bilinguals (see also Hermans, 2004). Geukes and Zwitserlood (2016) recently reported that German translation equivalent distractors had no reliable effect on L2 picture naming when the L2 picture names were newly learned words. Relating that finding to the investigation of dialectal words with variable familiarity and usage, if our marginal item effects reflect variability in the robustness of Scottish lexical representations, we might find weaker effects when naming in the D2.…”

Section: Resultsmentioning

confidence: 99%

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Distinguishing languages from dialects: A litmus test using the picture-word interference task

Melinger

2018

Cognition

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Linguists have been working to develop objective criteria for distinguishing languages from dialects for well over half a century. The prevailing view amongst sociolinguists is that no objective criteria can be formulated. The aim of this study is to examine whether language processing can provide insights into this problem by comparing bidialectal behavioural effects to bilingual effects reported in the literature. Previous research has demonstrated that when bilinguals name an object in Lx while simultaneously processing a translation equivalent distractor word in Ly, naming times are sped up relative to an unrelated condition (Costa, Miozzo, & Caramazza, 1999). Using the same methodology, we evaluated whether a comparable facilitation effect arises when the distractor word is a dialectal or register variant of the picture name. Across 5 experiments we found no trace of translation equivalent facilitation. Instead, we repeatedly observed between-dialect and between-register interference, in contrast to the between-language facilitation effect. This behavioural divergence between bilingual vs. bidialectal processing suggests that this paradigm could provide an objective litmus tests for identifying the boundary between dialects and languages.

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Section: Discussionsupporting

confidence: 92%

Section: Response Dialectsupporting

confidence: 76%

Section: Resultsmentioning

confidence: 99%

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Distinguishing languages from dialects: A litmus test using the picture-word interference task

Melinger

2018

Cognition

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“…It might also be worthwhile to test whether novel "color words" learned during color-word contingency learning are sufficiently associated with their color meanings as to produce more indirect semantic effects, such as behavioral semantic priming, or an N400 reduction in event-related potentials. Such effects would be directly comparable to more general semantic learning effects observed by Breitenstein et al (2007), Dobel et al (2010), and Geukes and Zwitserlood (2016).…”

Section: Discussionsupporting

confidence: 81%

“…To mimic that, in real life, information about potential word-concept relations is often ambiguous, many studies have employed a statistical learning approach: Novel words and their concepts are paired in a probabilistic manner, and learners must infer the correct word-concept relations over the course of the learning phase (Breitenstein et al, 2007;Breitenstein & Knecht, 2002;Dobel et al, 2010;Geukes, Gaskell, & Zwitserlood, 2015;Geukes & Zwitserlood, 2016;Smith & Yu, 2008;Yu & Smith, 2007). For example, Breitenstein et al (2007) presented their participants with stimulus pairs consisting of an object picture and a spoken novel word (which were pseudowords in the participants' native language).…”

Section: Introductionmentioning

confidence: 99%

Disentangling semantic and response learning effects in color-word contingency learning

Geukes

Vorberg

Zwitserlood

2019

Preprint

Self Cite

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It is easier to indicate the ink color of a color-neutral noun when it is presented in the color in which it had been shown frequently before, relative to print colors in which it had been shown less often. This phenomenon is known as color-word-contingency learning. It remains unclear whether participants actually learn semantic (word-color) associations or/and response (word-button) associations. We present a novel variant of the paradigm that can disentangle semantic and response learning, because word-color and word-button associations are manipulated independently. In four experiments, each involving four daily sessions, novel words (pseudowords such as enas, fatu or imot) were probabilistically associated either with a particular color, a particular responsebutton position, or with both. Neutral trials were also included, and participants' awareness of the contingencies was manipulated. The data showed no impact of explicit contingency awareness, but clear evidence both for response learning and for semantic learning, with effects emerging swiftly. Deeper processing of color information, with color words presented in black instead of color patches to indicate response-button positions, resulted in stronger effects, both for semantic and response learning. Our data add a crucial piece of evidence lacking so far in color-word contingency learning studies: Semantic learning effectively takes place even when associations are learned in an incidental way.

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Do elevators compete with lifts?: Selecting dialect alternatives

Melinger

2021

Cognition

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Recently, Melinger (2018) demonstrated that translation equivalent dialectal words compete for selection in a way that translation equivalent words from a non-target language do not. She argued that dialectal words are stored as within-language representations. However, Dylman and Barry (2018) showed that within-language synonyms behave like between-language translation equivalents, calling Melinger's interpretation into question. The aim of the present study is to compare dialectal and non-dialectal synonyms distractor effects with the same experimental design to elaborate our understanding of how dialectal lexical items are stored and retrieved during production. In two experiments, American translation equivalents slow British picture naming times, replicating the findings from Melinger (2018). In a third experiment, synonymous distractor words did not slow picture naming times, replicating the findings from Dylman and Barry (2018). A proposal couched within the Swinging Lexical Network approach is proposed to explain the discrepant findings.

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Novel L2 words do not facilitate but interfere with their L1 translations during picture naming – behavioural and event-related potential evidence

Cited by 5 publications

References 61 publications

Distinguishing languages from dialects: A litmus test using the picture-word interference task

Distinguishing languages from dialects: A litmus test using the picture-word interference task

Disentangling semantic and response learning effects in color-word contingency learning

Do elevators compete with lifts?: Selecting dialect alternatives

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