The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Bilingual lexical access in context: Evidence from eye movements during reading.
Abstract
Current models of bilingualism (e.g., BIA+) posit that lexical access during reading is not language selective. However, much of this research is based on the comprehension of words in isolation. The authors investigated whether nonselective access occurs for words embedded in biased sentence contexts (e.g., A. I. Schwartz & J. F. Kroll, 2006). Eye movements were recorded as French-English bilinguals read English sentences containing cognates (e.g., piano), interlingual homographs (e.g., coin, meaning corner in French), or matched control words. Sentences provided a low or high semantic constraint for target-language meanings. Both early-stage comprehension measures (e.g., first fixation duration, gaze duration, and skipping) and late-stage comprehension measures (e.g., go-past time and total reading time) showed significant cognate facilitation and interlingual homograph interference for low-constraint sentences. For high-constraint sentences, however, only early-stage comprehension measures were consistent with nonselective access. There was no evidence of cognate facilitation or interlingual homograph interference for late-stage comprehension measures. Thus, nonselective bilingual lexical access at early stages of comprehension is rapidly resolved in semantically biased contexts at later stages of comprehension.
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Cites
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Lexical representation of cognates and noncognates in compound bilinguals
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Interlingual homograph recognition: Effects of task demands and language intermixing
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Bilingual lexical activation in sentence context
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Cited by
Introducing LexTALE: A quick and valid Lexical Test for Advanced Learners of English
Lemhöfer, K., & Broersma, M. (2012) · Behavior Research Methods · doi:10.3758/s13428-011-0146-0 · Cited by 1,338
The Revised Hierarchical Model: A critical review and assessment
KROLL, J. F., VAN HELL, J. G., TOKOWICZ, N., & GREEN, D. W. (2010) · Bilingualism: Language and Cognition · doi:10.1017/s136672891000009x · Cited by 637
Juggling Two Languages in One Mind
Kroll, J. F., Dussias, P. E., Bogulski, C. A., & Kroff, J. R. V. (2012) · Psychology of Learning and Motivation · doi:10.1016/b978-0-12-394393-4.00007-8 · Cited by 330
Frequency drives lexical access in reading but not in speaking: The frequency-lag hypothesis.
Gollan, T. H., Slattery, T. J., Goldenberg, D., Van Assche, E., Duyck, W., & Rayner, K. (2011) · Journal of Experimental Psychology: General · doi:10.1037/a0022256 · Cited by 304
Metadata
- Authors
- Libben, M. R., & Titone, D. A.
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2009
- Volume
- 35
- Issue
- 2
- Pages
- 381-390
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2086362182
- Cited by
- 373
- References
- 18
- FWCI
- 7.00
- Type
- journal article
- Language
- en
- Open access
- closed
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