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Full-Text Articles in Psychology
Phonological Facilitation Through Translation In A Bilingual Picture-Naming Task, Paul Amrhein, Aimee Knupsky
Phonological Facilitation Through Translation In A Bilingual Picture-Naming Task, Paul Amrhein, Aimee Knupsky
Department of Psychology Faculty Scholarship and Creative Works
We present a critical examination of phonological effects in a picture-word interference task. Using a methodology minimizing stimulus repetition, English/Spanish and Spanish/English bilinguals named pictures in either L1 or L2 (blocked contexts) or in both (mixed contexts) while ignoring word distractors in L1 or L2. Distractors were either phonologically related to the picture name (direct; FISH–fist), or related through translation to the picture name (TT; LEG–milk–leche), or they were unrelated (bear–peach). Results demonstrate robust activation of phonological representations by translation equivalents of word distractors. Although both direct and TT distractors facilitated naming, TT facilitation was more consistent in L2 naming …
The Role Of Meaning In Past-Tense Inflection: Evidence From Polysemy And Denominal Derivation, Shoba Bandi-Rao, Gregory L. Murphy
The Role Of Meaning In Past-Tense Inflection: Evidence From Polysemy And Denominal Derivation, Shoba Bandi-Rao, Gregory L. Murphy
Publications and Research
Although English verbs can be either regular (walk-walked) or irregular (sing-sang), “denominal verbs” that are derived from nouns, such as the use of the verb ring derived from the noun a ring, take the regular form even if they are homophonous with an existing irregular verb: The soldiers ringed the city rather than *The soldiers rang the city. Is this regularization due to a semantic difference from the usual verb, or is it due to the application of the default rule, namely VERB + -ed suffix? To gain a new source of insight into …
Second Language Acquisition From A Mcneillian Perspective, Gale Stam
Second Language Acquisition From A Mcneillian Perspective, Gale Stam
Faculty Publications
Most second language acquisition research has concentrated on learners’ speech. This paper argues that it is necessary to look at both learners’ speech and gesture in order to better understand second language acquisition. It provides a summary of the second language acquisition process and the types of studies that have been conducted in the field. It discusses how gesture can be used to investigate learners’ thinking for speaking.