Tip-of-the-tongue in a second language: The effects of brief first-language exposure and long-term use

Kreiner, Hamutal; Degani, Tamar

doi:10.1016/j.cognition.2014.12.011

Cited by 61 publications

(45 citation statements)

References 23 publications

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“…As a result, our sample did not include individuals with minimal or close to minimal experience with additional languages. This restricted range may have reduced our ability to observe a multilingualism effect, but notably may represent the typical distribution of language backgrounds in many countries (see also Kreiner & Degani, ). These different explanations are not mutually exclusive by any means.…”

Section: Discussionmentioning

confidence: 99%

How Individual Differences Affect Learning of Translation‐Ambiguous Vocabulary

Degani

Goldberg

2019

Language Learning

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This study examined interactions of word and learner characteristics during foreign vocabulary learning, focusing on translation ambiguity and individual differences in cognitive resources and linguistic background (language proficiency, multilingual experience). Fifty-three native Hebrew speakers and Russian-Hebrew multilinguals learned the phonological form of target Arabic words along with their Hebrew translations and definitions. The mapping could be translation ambiguous, with a single Hebrew word translated into two Arabic words (one-to-many) or translation unambiguous (oneto-one mapping). Results from translation production and meaning recognition tests revealed that translation-ambiguous words were more difficult to learn than translationunambiguous words. This disadvantage did not dissipate with time, and learners' phonological short-term memory was associated with increased translation ambiguity costs. Learners' proficiency in the language through which learning took place (Hebrew), but not degree of multilingualism, modulated learning. Findings underscore the importance of item and learner interactions, clarifying the multilingualism effect in novel language learning. active competition between the different alternative translations may hinder performance, which is in line with assumptions of competitive inhibitory interactions between connected representations in interactive activation models (Doherty, 2004;McClelland & Rumelhart, 1981). Second, translation-ambiguous words may suffer from a decrease in associative strength, similar to the fan effect (e.g., Anderson, 1974). The fan effect assumes that as more facts are associated with a concept, each fact has decreased probability of occurrence and thus lower associative strength. As a result, the more facts that are connected to a concept, the longer individuals take to recall the concept. In the case of translation-ambiguous words, a learner would take longer to retrieve a translation if additional translations are linked to the same word.The majority of previous studies have examined the one-to-many direction of ambiguity, where a single L1 word was mapped onto two foreign language vocabulary items (for an exception focusing on many-to-one mapping, see

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Section: Discussionmentioning

confidence: 99%

How Individual Differences Affect Learning of Translation‐Ambiguous Vocabulary

Degani

Goldberg

2019

Language Learning

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“…A second non-mutually exclusive explanation has placed the emphasis on the role of frequency of use (for a discussion, see Kreiner and Degani 2015). Specifically, according to the Frequency-Lag Hypothesis (Gollan et al 2011; formally known as the 'weaker links hypothesis', Gollan et al 2008), bilinguals' representations are less available due to reduced frequency of use in both languages.…”

Section: Mechanisms Behind Lexical Effects Of Bilingualism and Dld Bimentioning

confidence: 99%

“…A second non‐mutually exclusive explanation has placed the emphasis on the role of frequency of use (for a discussion, see Kreiner and Degani ). Specifically, according to the Frequency‐Lag Hypothesis (Gollan et al .…”

Section: Introductionmentioning

confidence: 99%

The joint effects of bilingualism, DLD and item frequency on children's lexical‐retrieval performance

Degani

Kreiser

Novogrodsky

2019

Intl J Lang & Comm Disor

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Background Bilingual children and children diagnosed with developmental language disorder (DLD) are characterized by reduced lexical‐retrieval abilities. Few studies examined their joint contribution and the mechanisms underlying these effects in the lexical domain. Aims To explore the joint effects of bilingualism and DLD by adopting a four‐group comparison in which the difference between bi‐ and monolingual children with DLD is directly compared with that of bi‐ and monolingual children with typical language development (TLD). In addition, to examine the mechanisms underlying the effects of bilingualism and DLD on children's lexical‐retrieval abilities, we tested how item's characteristics (frequency of use) modulate the effects of bilingualism and DLD. Methods & Procedures Fifty‐eight children (aged 9–14 years) participated in the current study. They were either Hebrew monolingual or Hebrew–English bilinguals and were either diagnosed with DLD or had TLD. Children completed a Hebrew picture‐naming task and verbal short‐term memory tests. The influence of participants’ characteristics, including bilingualism, DLD and verbal short‐term memory, as well as item's characteristics (frequency of use) were tested. Outcomes & Results Accuracy analysis revealed that bilingual children scored lower than monolingual children and that children with DLD scored lower than children with TLD. Critically, the two factors interacted such that their joint presence resulted in less‐than‐additive effects. Specifically, although bilingual children with DLD performed worse than all other groups, they performed better than expected under an additive model. Interestingly, monolingual children with DLD performed similarly to bilingual children with TLD. Increased verbal short‐term memory was associated with better performance across the four groups. Finally, bilingualism and DLD interacted with item frequency, such that being bilingual, having DLD, or both, resulted in increased sensitivity to item frequency manifested in exceptionally lower performance on low‐frequency items. Conclusions & Implications The findings suggest that the strength of linguistic representations contribute to the effects of bilingualism and DLD. Further, the presence of bilingualism in the context of DLD does not exaggerate the impact of DLD. Clinically, this suggests that differences between bi‐ and monolingual children with DLD must be considered in reference to the gap in lexical‐retrieval performance observed between bi‐ and monolingual children with TLD. Finally, because monolingual children with DLD and bilingual children with TLD performed similarly, sensitive diagnostic tools and intervention programmes should be adopted to allow correct identification and treatment of bilingual children with DLD.

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“…For instance, this was the case in Christoffels et al (2007), whose L1-dominant bilinguals showed in L1 slowed-down naming latencies and stronger cognate facilitation on stay trials in mixed language blocks compared to single-language blocks, or in Gollan and Ferreira (2009), whose balanced bilinguals named pictures more slowly on stay trials when mixing languages compared to unilingual naming. A global effect of dual language use was observed in a recent tip-of-the-tongue study; a comprehension task performed in the bilinguals' L1 generated an increase in TOT occurrences during their subsequent L2 production (Kreiner and Degani 2015). For code-switching, despite some indications of long-distance, that is, non-local influence of language alternation (Piccinini and Arvaniti 2015), global effects have not been clearly demonstrated.…”

Section: Phonetic Studies Of Code-switchingmentioning

confidence: 99%

Patterns of Short-Term Phonetic Interference in Bilingual Speech

Šimáčková

Podlipský

2018

Languages

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Previous research indicates that alternating between a bilingual's languages during speech production can lead to short-term increases in cross-language phonetic interaction. However, discrepancies exist between the reported L1-L2 effects in terms of direction and magnitude, and sometimes the effects are not found at all. The present study focused on L1 interference in L2, examining Voice Onset Time (VOT) of English voiceless stops produced by L1-dominant Czech-English bilinguals-interpreter trainees highly proficient in L2-English. We tested two hypotheses: (1) switching between languages induces an immediate increase in L1 interference during code-switching; and (2) due to global language co-activation, an increase in L1-to-L2 interference occurs when bilinguals interpret (translate) a message from L1 into L2 even if they do not produce L1 speech. Fourteen bilinguals uttered L2-English sentences under three conditions: L2-only, code-switching into L2, and interpreting into L2. Against expectation, the results showed that English VOT in the bilingual tasks tended to be longer and less Czech-like compared to the English-only task. This contradicts an earlier finding of L2 VOT converging temporarily towards L1 VOT values for comparable bilingual tasks performed by speakers from the same bilingual population. Participant-level inspection of our data suggests that besides language-background differences, individual language-switching strategies contribute to discrepancies between studies.

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Tip-of-the-tongue in a second language: The effects of brief first-language exposure and long-term use

Cited by 61 publications

References 23 publications

How Individual Differences Affect Learning of Translation‐Ambiguous Vocabulary

How Individual Differences Affect Learning of Translation‐Ambiguous Vocabulary

The joint effects of bilingualism, DLD and item frequency on children's lexical‐retrieval performance

Patterns of Short-Term Phonetic Interference in Bilingual Speech

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