Historically, the manner in which translation ambiguity and emotional content are represented in bilingual memory have often been ignored in many theoretical and empirical investigations, resulting in these linguistic factors related to bilingualism being absent from even the most promising models of bilingual memory representation. However, in recent years it was reported that the number of translations a word has across languages influences the speed with which bilinguals translate concrete and abstract words from one language into another (Tokowicz and Kroll in Lang Cogn Process 22:727-779, 2007). The current work examines how the number of translations that characterize a word influences bilingual lexical organization and the processing of concrete, abstract, and emotional stimuli. In Experiment 1, Spanish-English bilinguals translated concrete and abstract words with one and more than one translation. As reported by Tokowicz and Kroll, concreteness effects emerged only when words had more than one translation across languages. In Experiment 2, bilinguals translated emotion words with more than one translation. Concreteness effects emerged in both language directions for words with more than one translation, and in the L1-L2 language direction for words with a single translation across languages. These findings are discussed in terms of how multiple translations, specifically for emotion words, might be incorporated into current models of bilingual memory representation.
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http://dx.doi.org/10.1007/s10936-015-9400-4 | DOI Listing |
J Speech Lang Hear Res
January 2025
Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, China.
Purpose: This study aims to examine the associations of phonological, lexical, and grammatical skills within and between languages in Mandarin-English bilingual preschoolers.
Method: Sixty-three Singaporean Mandarin-English bilingual children aged 3-5 years were assessed for articulation, receptive vocabulary, and receptive grammar using standardized instruments in English and compatible tools in Mandarin. Regression analyses were performed on each language outcome, with other language variables as predictors, controlling for age, nonverbal working memory, and home language environment.
Cognition
January 2025
School of Education, University of California, Irvine, United States of America. Electronic address:
This study compared the processing of non-binary morphemes in Spanish (e.g., todxs, todes) with the processing of canonical grammatical gender violations in Spanish pronouns (e.
View Article and Find Full Text PDFClin Rehabil
January 2025
School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
Objective: To map evidence on the characteristics, effectiveness, and potential mechanisms of motor imagery interventions targeting cognitive function and depression in adults with neurological disorders and/or mobility impairments.
Data Sources: Six English databases (The Cochrane Library, PubMed, Embase, Scopus, Web of Sciences, and PsycINFO), two Chinese databases (CNKI and WanFang), and a gray literature database were searched from inception to December 2024.
Review Methods: This scoping review followed the Joanna Briggs Institute Scoping Review methodology.
J Gerontol B Psychol Sci Soc Sci
January 2025
Linguistics and English as a Second Language, Faculty of Arts, University of Groningen, Groningen, the Netherlands.
Objectives: The complex life experience of speaking two or more languages has been suggested to preserve cognition in older adulthood. This study aimed to investigate this further by examining the relationship between multilingual experience variables and cognitive functioning in a large cohort of older adults in the diversely multilingual north of the Netherlands.
Method: 11,332 older individuals participating in the Lifelines Cohort Study completed a language experience questionnaire.
J Psycholinguist Res
January 2025
Department of Chinese Language Studies, Centre for Research on Chinese Language and Education, The Education University of Hong Kong, Tai Po, N.T, Hong Kong.
Word recognition is a fundamental reading skill that relies on various linguistic and cognitive abilities. While executive functions (EF) have gained attention for their importance in developing literacy skills, their interaction with domain-specific skills in facilitating reading among different learner groups remains understudied. This study examines the relationship between EF, orthographic awareness, morphological awareness, and Chinese word recognition in 204 Chinese as a second language (CSL) students and 419 native Chinese primary students.
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