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The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.

Whole-language and item-specific control in bilingual language production.

Van Assche, Eva, Duyck, Wouter, Gollan, Tamar H.·2013·Journal of Experimental Psychology: Learning, Memory, and Cognition
DOI 10.1037/a0032859
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Abstract

The current study investigated the scope of bilingual language control differentiating between whole-language control involving control of an entire lexicon specific to 1 language and lexical-level control involving only a restricted set of recently activated lexical representations. To this end, we tested 60 Dutch-English (Experiment 1) and 64 Chinese-English bilinguals (Experiment 2) on a verbal fluency task in which speakers produced members of letter (or phoneme for Chinese) categories first in 1 language and then members of either (a) the same categories or (b) different categories in their other language. Chinese-English bilinguals also named pictures in both languages. Both bilingual groups showed reduced dominant language fluency after producing exemplars from the same categories in the nondominant language, whereas nondominant language production was not influenced by prior production of words from the same categories in the other language. Chinese-English, but not Dutch-English, bilinguals exhibited similar testing order effects for different letter/phoneme categories. In addition, Chinese-English bilinguals who exhibited significant testing order effects in the repeated categories condition of the fluency task exhibited no such effects when naming repeated pictures after a language switch. These results imply multiple levels of inhibitory control in bilingual language production. Testing order effects in the verbal fluency task pinpoint a lexical locus of bilingual…

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Metadata

Authors
Van Assche, E., Duyck, W., & Gollan, T. H.
ORCID
Duyck, Wouter
Venue
Journal of Experimental Psychology: Learning, Memory, and Cognition
Publisher
American Psychological Association (APA)
Published
2013
Volume
39
Issue
6
Pages
1781-1792
ISSN
  • 1939-1285
  • 0278-7393
DOI
10.1037/a0032859
Cited by
51
References
5
Language
en
Funders
  • National Institute of Child Health and Human Development (R01 HD050287, R01 HD051030)
  • National Institute on Deafness and Other Communication Disorders (R01 DC011492)
  • Research Foundation–Flanders

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