Interlingual Homograph Recognition by Bilinguals: A New Paradigm

Lynne N. Kennette, Lisa R. Van Havermaet

Abstract


In an exploratory study, bilingual individuals were presented with a list of English, French and interlingual homograph (IH) words that exist in both lexicons but differ in meaning (e.g., coin means “corner” in French). Participants were then shown pictorial representations of these stimuli (of both referents for interlingual homographs) and asked to decide whether each had appeared on the prior list. There was a main effect of word category for both accuracy and reaction times (RTs): English and French interlingual homograph items resulted in responses that were slower and less accurate than non-interlingual homograph items. This new paradigm provides an important advantage to researchers. Because recognition is not affected by surface features, it is a more accurate evaluation of conceptual representation. Results are discussed in light of bilingual processing models. It is important to note that the fluency in each language was not measured so it was not possible to ensure that the language-dominant groups differed significantly in their proficiency from the balanced bilingual group. Additional studies are needed to verify the findings reported herein.

Full Text:

PDF

References


Abu-Rabia, S., & Siegel, L. S. (2002). Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children. Journal of Psycholinguistic Research, 31, 661-678. doi: 10.1023/a:1021221206119

Amrhein, P. C., & Sanchez, R. (1997). The time it takes bilinguals and monolinguals to draw pictures and write words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(6), 1439-1458. doi: 10.1037/0278-7393.23.6.1439

Baker, C. (2002). Foundations of Bilingual Education and Bilingualism. Bristol, United Kingdom: Multilingual Matters Ltd.

Baudot, J. (1992). Fréquences d’utilisation des mots en français écrit contemporain. Montréal, Canada: Presses de l’Université de Montréal.

Beauvillain, C., & Grainger, J. (1987). Accessing interlexical homographs: Some limitations of a language-selective access. Journal of Memory and Language, 26(6), 658-672. doi: 10.1016/0749-596x(87)90108-2

Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. New York, NY: Cambridge University Press.

Bialystok, E., Martin, M. M., & Viswanathan, M. (2005). Bilingualism across the lifespan: The rise and fall of inhibitory control. International Journal of Bilingualism, 9(1), 103-119. doi: 10.1177/13670069050090010701

Brysbaert, M., & Dijkstra, T. (2006). Changing views on word recognition in bilinguals. In J. Morais & G. d’Ydewalle (Eds.), Bilingualism and Second Language Acquisition (pp. 25-37). Brussels: The Royal Academies for Science and the Arts of Belgium.

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282-298. doi: 10.1111/j.1467-7687.2008.00675.x

Coltheart, M. (1981). The MRC Psycholinguistic Database. Quarterly Journal of Experimental Psychology, 33A, 497-505. doi: 10.1.1.52.6928

Conklin, K., & Mauner, G. (2005). Investigating bilingual lexical access: Processing French-English homographs in sentential contexts. Proceedings of the 4th International Symposium on Bilingualism, 552-569.

Cummins, J. (1977). Cognitive factors associated with the attainment of intermediate levels of bilingual skills. Modern Language Journal, 61, 3-12. doi: 10.2307/325360

de Groot, A. M. B., Delmaar, P., & Lupker, S. J. (2000). The processing of interlexical homographs in translation recognition and lexical decision: Support for non-selective access to bilingual memory. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 53A, 397-428. doi: 10.1080/027249800390547

Dijkstra, T., & Van Heuven, W. J. B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(3), 175-197. doi: 10.1017/S1366728902003012

Duyck, W., Van Assche, E., Drieghe, D., & Hartsuiker, R. J. (2007). Visual word recognition by bilinguals in a sentence context: Evidence for nonselective lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 663-679. doi: 10.1037/0278-7393.33.4.663

Elston-Güttler, K. E., & Gunter, T. C. (2008). Fine-tuned: Phonology and semantics affect first- to second-language zooming in. Journal of Cognitive Neuroscience, 21, 180-196. doi: 10.1162/jocn.2009.21015

Ferré, P., Sanchez-Casas, R., & Guasch, M. (2006). Can a horse be adonkey? Semantic and form interference effects in translation recognition in early and late proficient and nonproficient Spanish-Catalan bilinguals. Language Learning, 56, 571-608. doi: 10.1111/j.1467-9922.2006.00389.x

Francis, W. S., Augustini, B. K., & Sáenz, S. P. (2003). Repetition priming in picture naming and translation depends on shared processes and their difficulty: Evidence from Spanish-English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1283-1297. doi: 10.1037/0278-7393.29.6.1283

Francis, W. S., & Sáenz, S. P. (2007). Repetition priming endurance in picture naming and translation: Contributions of component processes. Memory & Cognition, 35, 481-493. doi: 10.3758/BF03193288

French, R. M., & Ohnesorge, C. (1995). Using non-cognate interlexical homographs to study bilingual memory organization. Paper presented at the 17th Annual Conference of the Cognitive Science Society.

Gerard, L. D., & Scarborough, D. L. (1989). Language-specific lexical access of homographs by bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 305-315. doi: 10.1037//0278-7393.15.2.305

Gorfein, D. S. (2001). An activation-selection view of homograph disambiguation: A matter of emphasis? In D. S. Gorfein (Ed.), On the consequences of meaning selection: Perspectives on resolving lexical ambiguity, Decade of behavior (pp. 157-173). Washington, DC: American Psychological Association.

Heredia, R. R. (1997). Bilingual memory and hierarchical models: A case for language dominance. Current Directions in Psychological Science, 6(2), 34-39. doi: 10.1111/1467-8721.ep11512617

Insua, M. (2002). Performance on the Stroop Color and Word Test as a function of language in bilinguals. Dissertation Abstracts International, 63, 1-559.

Internet Picture Dictionary. (2001). Retrieved October 3, 2004, from www.pdictionary.com

Jared, D., & Kroll, J. F. (2001). Do bilinguals activate phonological representations in one or both of their languages when naming words? Journal of Memory and Language, 44, 2-31. doi: 10.1006/jmla.2000.2747

Jarvis, B. G. (2000). Direct RT. New York, NY: Empirisoft Corporation.

Kandil, M., & Jiang, N. (2004). The role of script in lexical bilingual organization: Evidence from switching costs. Georgia State Working Papers in Applied Linguistics, 1, 1-16.

Kessler, C., & Quinn, M. E. (1987). Language minority children’s linguistic and cognitive creativity. Journal of Multilingual and Multicultural Development, 8, 173-185. doi: 10.1080/01434632.1987.9994284

Kormi-Nouri, R., Shojaei, R.-S., Moniri, S., Gholami, A.-R., Moradi, A.-R., Akbari-Zardkhaneh, S., & Nilson, L.G. (2008). The effect of childhood bilingualism on episodic and semantic memory tasks. Scandinavian Journal of Psychology, 49, 93-109. doi: 10.1111/j.1467-9450.2008.00633.x

Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connection between bilingual memory representations. Journal of Memory and Language, 33, 149-174. doi: 10.1006/jmla.1994.1008

Kucera, H., & Francis, W. N. (1967). Computational Analysis of Present-Day American English. Providence: Brown University Press.

Landry, R. G. (1974). A comparison of second language learners and monolinguals on divergent thinking tasks at the elementary school level. Modern Language Journal, 58, 10-15. doi: 10.2307/323983

Lemhöfer, K., Dijkstra, T., Schriefers, H. J., Baayen, H. R., Grainger, J., & Zwitserlood, P. (2008). Native language influences on word recognition in a second language: A megastudy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 12-31. doi: 10.1016/j.jml.2008.06.005

Libben, M. R., & Titone, D. A. (2009). Bilingual lexical access in context: Evidence from eye movements during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 381-390. doi: 10.1037/a0014875

Marian, V., & Faussey, C. M. (2006). Language-dependent memory in bilingual learning. Applied Cognitive Psychology, 20, 1025-1047. doi: 10.1002/acp.1242

Marian, V., & Neisser, U. (2000). Language-dependent recall of autobiographical memories. Journal of Experimental Psychology: General, 129, 361-368. doi: 10.1037//0096-3445.129.3.361

Martin, C. D., Dering, B., Thomas, E. M., & Thierry, G. (2009). Brain potentials reveal semantic priming in both the “active” and the “non-attended” language of early bilinguals. NeuroImage, 47, 326-333. doi: 10.1016/j.neuroimage.2009.04.025

Millis, M. L., & Button, S. B. (1989). The effect of polysemy on lexical decision time: Now you see it, now you don’t. Memory & Cognition, 17, 141-147. doi: 10.3758/BF03197064

New, B., Ferrand, L., Pallier, C., & Brysbaert, M. (2006). Reexamining the word length effect in visual word recognition: New evidence from the English Lexicon Project. Psychonomic Bulletin & Review, 13, 45-52. doi: 10.3758/BF03193811

Paivio, A., & Desrochers, A. (1980). A dual-coding approach to bilingual memory. Canadian Journal of Psychology/Revue canadienne de psychologie, 34, 388-399. doi: 10.1037/h0081101

Paulmann, S., Elston-Güttler, K. E., Gunter, T. C., & Kotz, S. A. (2006). Is bilingual access influenced by language context? NeuroReport, 17, 727-731. doi: 10.1097/01.wnr.0000214400.88845.fa

Perea, M., Dunabeitia, J. A., & Carreiras, M. (2008). Masked associatives/semantic priming effects across languages with highly proficient bilinguals. Journal of Memory and Language, 58, 916-930. doi: 10.1016/j.jml.2008.01.003

Ransdell, S., Barbier, M.-L., & Niit, T. (2006). Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter? International Journal of Bilingual Education and Bilingualism, 9, 728-741. doi: 10.2167/beb390.0

Schulpen, B., Dijkstra, T., Schriefers, H. J., & Hasper, M. (2003). Recognition of interlingual homophones in bilingual auditory word recognition. Journal of Experimental Psychology: Human Perception and Performance, 29, 1155-1178. doi: 10.1037/0096-1523.29.6.1155

Schwartz, A. I., & Kroll, J. F. (2006). Bilingual lexical activation in sentence context. Journal of Memory and Language, 55, 197-212. doi: 10.1016/j.jml.2006.03.004

Service, E., Simola, M., Metsanheimo, O., & Maury, S. (2002). Bilingual working memory span is affected by language skill. European Journal of Cognitive Psychology, 14, 383-407. doi: 10.1080/09541440143000140

Sharifian, F. (2002). Processing hyponymy in L1 and L2. Journal of Psycholinguistic Research, 31, 421-436. doi: 10.1023/A:1019526009927

Theios, J., & Amrhein, P. C. (1989). Theoretical analysis of the cognitive processing of lexical and pictorial stimuli: Reading, naming, and visual and conceptual comparisons. Psychological Review, 96, 5-24. doi: 10.1037/0033-295x.96.1.5

Thierry, G., & Wu, Y. J. (2007). Brain potentials reveal unconscious translation during foreign-language comprehension. Proceedings of the National Academy of Sciences, 104, 12530-12535. doi: 10.1073/pnas.0609927104

Thomas, M. S. C., & Van Heuven, W. J. B. (2005). Computational models of bilingual comprehension. In J. F. Kroll & A. M. B. De Groot (Eds.), Handbook of Bilingualism: Psycholinguistic Perspectives (pp. 202-224). New York: Oxford University Press.

van Hell, J. G., & de Groot, A. M. B. (2008). Sentence context modulates visual word recognition and translation in bilinguals. Acta Psychologia, 128, 431-451. doi: 10.1016/j.actpsy.2008.03.010


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 The New School Psychology Bulletin

© The New School Psychology Bulletin | editors@nspb.net