Psy1306 Language and Thought

1. Psy1306 Language and Thought Bilingualism

2. Why study bilingualism? • Multilinguals > Monolinguals • # grow up monolingual = # grow up bilingual • More children educated in 2nd or 3rd language than in 1st • Multilingual countries • US: min 14.3 million spanish/english bilinguals • Eritrea: educated in Tigrigna, Arabic, English • India: 15 official languages, 1,650 spoken • New Guinea: 870 languages, typical person speaks 3 languages Slides 2-16 from M. Le Corre.

3. Why study bilingualism? • Test limits of human cognition & language faculty • Is language faculty “monolingual” or “multilingual”? • Does learning a second language cause developmental delays?

4. Bilingual first language acquisition • Mish-mash theory: • Unitary LAD initially treats two languages as single language and mashes them up. Differentiate later. • Differentiation theory: • We are all born multilingual! Distinguish languages from the start and keep them separate.

5. Mish-mash or Differentiation • Phonology • Lexical/semantic development • Bilingual grammar development • Pragmatic development • Sensitive to language of interlocutor?

6. Phonology • Supra-segmental features (rhythm, stress-timing) of babbling: • English and French have different supra-segmental features • e.g. English: KINGdom (first syllable longer, louder, higher pitched) • e.g French: surprise (syllables same pitch and loudness but last syllable longer)

7. Phonology • Do French/English babies distinguish these supra-segmental patterns? (Maneva & Genesee, 2002) • YES!! • Babbling with French father: shows phonological features of French • Babbling with English mother: shows phonological features of French

8. French/English word segmentation (Polka & Sundara, 2003) • 9 French/English 8-month olds • Use JuscyckHeadturn Preference paradigm • Familiarize to bisyllabic word (e.g. kingdom or beret) • Test passages • In French for French fam., in English for English fam. • With familiarized word (beret or kingdom) • Without familiarized word (devis or hamlet) • Test whether headturn times are different

9. Bilingual babies are not confused!

10. Lexical Development • Mutual Exclusivity/principle of contrast • Essence: no two words have the same meaning • What should happen if mish-mash? • No translation equivalents!

11. 1-year old bilinguals restrict Mutual Exclusivity to each language! From Petitto, 2001

12. Syntax • How can we tell whether children have distinct grammars or just a mish-mash? • How early do we want to look? • Two-word combinations

13. Syntax • How can we tell whether children have two distinct grammars or just a mish-mash? • Look at lexically unilingual utterances (De Houwer, 2005) • Contrasting structures: • French vs. English: Negation • “I do NOTlike peas” & “J’aimePAS les pois” • Diff: keep negation syntax separate • MM: mix-up systems • “I likeNOT peas” & “Je PASaime les pois” • Same structure: emerge at same or different time? • E.g. conjugated (finite) vs. infinitive (non-finite)

14. Review of 15+ longitudinal studies (De Houwer, 2005) • 29 children, ages 1 to 6 • One parent, one language • Spanish/Basque, French/Swedish, French/English Latvian/English, Japanese/Engiish, Italian/English… • Multiple aspects of syntax studied • Gender, pronouns, verb morphology, negation, word order… • ALL children keep syntactic systems separate for all dimensions studied • E.g French/English don’t mix up negation syntax (Paradis & Genesee, 1996)

15. Bimodal 2 year-olds keep grammars separate in real time! • Take children who speak French & sign in Langue des Signes Québécoise • Look at times when sign & speak at same time. What happens? • Simultaneous speak/sign have distinct word order! Petitto et al., 2001

16. 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

17. 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.

18. Lexical Retrieval and Executive Function L1 L1 L1 L1 L1 L2 L1 L2 L2 L1 L2 L1 L2 L2 L2 L2 Two Lexicons Language 1 Language 2 Slides Adapted from Bialystok

19. 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

20. 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

21. 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

22. 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.

23. 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

24. 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

25. 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.)

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

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

28. 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

29. 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.

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

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

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

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

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

35. 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

36. 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

37. 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

38. 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

39. Lexical Retrieval and Executive Function Control Conditions

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

41. 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)!

42. 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

43. Left-over/not discussed studies from previous classes

49. Results Type I Type II Categories were nonsense terms ‘Leebish’ and ‘Grecious’