Enter Your Search:
Results 1-2 (2)
Go to page number:
Select a Filter Below
Acta psychologica (1)
Vigo international journal of applied linguistics (1)
Kaushanskaya, Margarita (2)
Marian, Viorica (2)
Yoo, Jeewon (2)
Year of Publication
The Effect of Second-Language Experience on Native-Language Processing
Vigo international journal of applied linguistics
Previous work on bilingual language processing indicates that native-language skills can influence second-language acquisition. The goal of the present work was to examine the influence of second-language experiences on native-language vocabulary and reading skills in two groups of bilingual speakers. English-Spanish and English-Mandarin bilingual adults were tested on vocabulary knowledge and reading fluency in English, their native language. Participants also provided detailed information regarding their history of second-language acquisition, including age of L2 acquisition, degree of L2 exposure, L2 proficiency, and preference of L2 use. Comparisons across the two bilingual groups revealed that both groups performed similarly on native-language vocabulary and reading measures. However, in English-Spanish bilinguals, higher self-reported reading skills in Spanish were associated with higher English reading-fluency scores, while in English-Mandarin bilinguals, higher self-reported reading skills in Mandarin were associated with lower English reading-fluency scores. These findings suggest that second-language experiences influence native-language performance, and can facilitate or reduce it depending on the properties of the second-language writing system.
L2 experience; vocabulary; reading fluency; bilingualism; transfer
Gender Differences in Adult Word Learning
In prior work, women were found to outperform men on short-term verbal memory tasks. The goal of the present work was to examine whether gender differences on short-term memory tasks are tied to the involvement of long-term memory in the learning process. In Experiment 1, men and women were compared on their ability to remember phonologically-familiar novel words and phonologically-unfamiliar novel words. Learning of phonologically-familiar novel words (but not of phonologically-unfamiliar novel words) can be supported by long-term phonological knowledge. Results revealed that women outperformed men on phonologically-familiar novel words, but not on phonologically-unfamiliar novel words. In Experiment 2, we replicated Experiment 1 using a within-subjects design, and confirmed gender differences on phonologically-familiar, but not phonologically-unfamiliar stimuli. These findings are interpreted to suggest that women are more likely than men to recruit native-language phonological knowledge during novel word-learning.
gender differences; word learning; phonology; short-term memory
Results 1-2 (2)
Go to page number:
Remove citation from clipboard
Add citation to clipboard
This will clear all selections from your clipboard. Do you wish proceed?
Clipboard is full! Please remove an item and try again.
PubMed Central Canada is a service of the
Canadian Institutes of Health Research
(CIHR) working in partnership with the National Research Council's
Canada Institute for Scientific and Technical Information
in cooperation with the
National Center for Biotechnology Information
U.S. National Library of Medicine
(NCBI/NLM). It includes content provided to the
PubMed Central International archive
by participating publishers.