Psy1302 Psychology of Language

1. Psy1302 Psychology of Language Bilingualism, L2, and Interesting Questions

2. Supplemental to Guest Lecture Bilingualism & NeurolinguisticsKim, Relkin, Lee, & Hirsch (1997) • Task: Have bilinguals imagine speaking in one language. Then imagine speaking in the other language. • Vary: late and early bilinguals

3. Bilingualism & NeurolinguisticsKim, Relkin, Lee, & Hirsch (1997) Broca’s Area: Areas quite distinct for Late Bilinguals, but high overlap for Early Bilinguals. Wernicke’s Area: High overlap for both late and early bilinguals.

4. Lexical Retrieval and Executive Function L1 L1 L1 L1 L1 L2 L1 L2 L2 L1 L2 L1 L2 L2 L2 L2 Two Lexicons Attend Ignore Causing lexical conflict! Slides Adapted from Bialystok

5. Lexical Retrieval and Executive Function Receptive Vocabulary • PPVT (Peabody Picture Vocabulary Test) • Examiner provides meaning, and Examinee picks picture. • Combined # of Ss: N=528 • 5 y.o. = 97 • 6 y.o. = 341 • 7 y.o. = 56 • 8 y.o. = 34 Score

6. Boston Picture Naming Letter and category fluency Name words that begin with “F” Name words in the category “Animals” Lexical Retrieval and Executive Function Lexical Retrieval

7. Lexical Retrieval and Executive Function L1 L1 L1 L1 L1 L2 L1 L2 L2 L1 L2 L1 L2 L2 L2 L2 Two Lexicons Attend Ignore Switching requires executive control.

8. http://vvi.onstreammedia.com/cgi-bin/visearch?user=pbs-saf&template=play220asf.html&query=%2A&squery=%2BClipID%3A3+%2BVideoAsset%3Apbssaf1302&inputField=%20&entire=No&ccstart=608200&ccend=1421260&videoID=pbssaf1302http://vvi.onstreammedia.com/cgi-bin/visearch?user=pbs-saf&template=play220asf.html&query=%2A&squery=%2BClipID%3A3+%2BVideoAsset%3Apbssaf1302&inputField=%20&entire=No&ccstart=608200&ccend=1421260&videoID=pbssaf1302 “Why kids don’t get it” Lexical Retrieval and Executive Function Pre-frontal Cortex and Executive Function

9. Lexical Retrieval and Executive Function Development of Executive Processes • Last area of brain (frontal lobes) to mature • Last cognitive skills to develop in childhood, first to decline with aging • Children typically develop control over attention and inhibition at about 5 years • Experience in managing two languages may promote this development

10. Perceptual yellow vs. green square vs. circle Conceptual play things vs. clothing things inside the house vs. things outside the house. Lexical Retrieval and Executive Function Sorting TasksBialystok (1999); Bialystok & Martin (2004)(4.5 y.o. – 6.5 y.o.)

11. Lexical Retrieval and Executive Function Post-Switch ScoresBialystok (1999); Bialystok & Martin (2004) * NO DIFFERENCE BETWEEN MONO & BI PRE-SWITCH!!!

12. Lexical Retrieval and Executive Function Embedded vs. Reversible FiguresBialystok & Shapero (2005) • 5 ½years olds • 27 Monolinguals • 26 Bilinguals Embedded Figure Reversible Figures

13. Lexical Retrieval and Executive Function Embedded vs. Reversible FiguresBialystok & Shapero (2005) • Embedded Figure Task requires pattern analysis to find the hidden component. There is no conflict. • Reversible Figure Task requires re-assigning a meaning that conflicts with the current interpretation. • It must stop being “a face” for the image to reverse to “saxophone player”. • Effect of bilingualism advantage is in processing conflict – i.e., Ambiguous Figure Task

14. Simon Task Lexical Retrieval and Executive Function When you see BLUE, tap with your left hand. When you see RED, tap with your right hand.

15. Lexical Retrieval and Executive Function Simon TaskMartin & Bialystok (Incongruent – Congruent)

16. Lexical Retrieval and Executive Function Bilingualism and Aging: Simon TaskBialystok, Craik, Klein, & Viswanathan (2004)

17. Lexical Retrieval and Executive Function Control Data by Decade * Groups matched by intelligence test, language proficiency, & working memory.

18. Lexical Retrieval and Executive Function Bilingualism and Aging: Simon TaskBialystok, Craik, Klein, & Viswanathan (2004)

19. Lexical Retrieval and Executive Function Simon Task Data by Decade

20. Stroop Task: Word Condition black green red blue black blue green blue blue yellow green yellow black red red blue Lexical Retrieval and Executive Function yellow green blue yellow red blue green green

21. Stroop Task: Color Naming xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx Lexical Retrieval and Executive Function xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx

22. Stroop Task: Test(Incongruent vs. Congruent) green black blue yellow black blue black green red blue yellow red green brown black blue Lexical Retrieval and Executive Function yellow green blue red black green blue yellow

23. Lexical Retrieval and Executive Function Stroop Task Design Correct answer for all 4 trial types = “RED” Test: Name the print color Control Conditions Congruent Trials Name the Color Incongruent Trials Read the Word

24. Lexical Retrieval and Executive Function Control Conditions

25. Lexical Retrieval and Executive Function Stroop Data(Bilingual advantage, Bilingual Aging advantage)

26. Lexical Retrieval and Executive Function Relevance of lab studies? • Newest study show bilinguals out-perform monolinguals in driving simulations. But I would not recommend this EVEN if you are a bilingual!!! Don’t try this at home (or out on the road)!

27. Lexical Retrieval and Executive Function Summary of Bilingual Effect on Cognition Disadvantages for lexical retrieval • Vocabulary • PPVT • Fluency • Fluency and Boston Naming Advantages for executive function • Control of attention • Simon task, Stroop task • Switching • Reversible Figures, Card Sort

28. Questions Second Language Learning (Snow 1998) Some Practical Qs: • How can we improve foreign language teaching? • How can we decide if children should be in mainstream classrooms or taking classes in English as a second language? • Is it confusing or too difficult for children to grow up learning two languages simultaneously?

29. Questions: from Discussion Forum Some Questions you posed… • Do children learning two separate languages at the same time separate the two? • Can a person ever completely lose a language they acquired before puberty? • Can we recover the lost language? • Social factors in language learning. • Is it easier for people whose native language is considered hard to acquire new languages? • Language transfer • L1 helps L2 learning • L1 interferes with L2 learning • Is there a critical period for L2?

30. Questions Overhearing a language during childhoodAu, Knightly, Jun, Oh (2002) • 2nd year Spanish learning students; L1 = English • Exposed Group: Heard Spanish for several hrs each week between birth to 6 y.o. for at least 3 years (M = 9.3hr/wk, SE = 3.7hr/wk). Less from 6 y.o. to 12 y.o. (M = 3.7 hr/wk, SE = 1.2 hr/wk). • No Exposure Group: Did not hear Spanish.

31. Bottom-line: Phonology Benefits!

32. Questions Parenting… • Does this mean we should play infants CDs or DVDs from other languages?

33. Questions Kuhl, Tsao, Liu (2002) • Infants in monolingual English environments were brought into lab for 12 sessions (25 min each) during a period of 4 wks. • 2 groups of 9 months-old infants • Test infants: exposed to Mandarin • Control infants: exposed to English • Varied whether mode of exposure • Played w/ and read to by Experimenter • By Audio • By TV • After training, infants tested on phonemic contrast in Mandarin, but not English using head-turn paradigm.

34. Questions Kuhl, Tsao, Liu (2002)

35. Questions Kuhl, Tsao, Liu (2002) CONCLUSIONS?

36. Posted Discussion Forum Question Question you posed… • Can a person ever completely lose a language they acquired before puberty? • Can they recover the lost language? • Social factors in language learning • Subtractive Bilingualism • Spanish (L1) speaking children learning English (L2) may lose Spanish (L1) • Additive Bilingualism • English (L1) speaking children learning Spanish (L2) will not lose English (L1)

37. Posted Discussion Forum Question Question you posed… • Is it easier for people whose native language is considered hard to acquire new languages? • Language transfer • L1 helps L2 learning • L1 interferes with L2 learning • Examples of interference? • Phonology • Japanese and Chinese speakers use of articles (a, the) • Insertion of “do” in questions by German & French • “know you where the bus is?” • Perfect/Progressive marker by Hebrew speakers which only has past/present.

38. Posted Discussion Forum Question Question you posed… • Is there a critical period for L2? • What do you think, and why? • Does it matter which aspect of language? • Word learning • Morphology • Syntax

39. Prepositions (closed class words): no effects 1. Objects contained by vs. supported by containers • e.g. “ball in” vs. “on the container”

40. Prepositions (closed class words): no effects 2. Objects folded vs. spread underneath other objects • e.g. “foil under1” vs. “under2 the bowl”

41. Prepositions (closed class words): AOA effects 1. People relative to object-regions vs. supporters • e.g. “in the seats” vs. “on the sofa” AOA = Age of Arrival

42. Prepositions (closed class words): AOA effects 2. Indentations vs. images relative to surfaces: • e.g. “crack in” vs. “paint on pavement”:

43. Prepositions (closed class words): AOA effects 3. Top members vs. other members relative to set: • e.g. “red book on stack” vs. “in stack”

44. Prepositions (closed class words): AOA effects 4. Locations relative to political vs. geographic entities: • e.g. “airport in the city” vs. “on the island”

45. Prepositions (closed class words): AOA effects 5. Substances higher than vs. touching top surface • e.g. “chocolate over” vs. “on the orange”

46. Prepositions (closed class words): AOA effects 6. People relative to mass transit vs. small vehicles: • e.g. “on the ferry” vs. “in the canoe”