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Cognition > Bilingualism > Flashcards

Bilingualism Flashcards

1
Q

What are the myth of bilingualism

A
  • it delays language
  • can’t separate, mixing
  • semi-lingualism
  • perfect bilingual = monolingual
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2
Q

True or false, bilingual and monolingual have the same fundamental milestone

A

true

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3
Q

What is the current view of code-switching?

A

it actually requires high proficiency in both languages to switch easily

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4
Q

What differentiates balanced and asymmetric bilingual

A

balanced is the acquisition of the second language simultaneously with the first one, whereas asymetric bilangual is about sequential learning of both languages (early vs late)

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5
Q

What may influence bilingualism (7)

A
  1. age of acquisition
  2. source of language input
  3. language pairs
  4. social and political influences
  5. proficiency
  6. distribution of current use
  7. socio-political context
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6
Q

Who has the greatest cognitive demand between bilingual and monolingual

A

bilingual

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7
Q

What are the 2 hypotheses to describe how do 2 languages interact

A
  1. Language selective activation

2. Language non-selective activation

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8
Q

What differentiates language selective activation and language non-selective activation

A

selective activation hypothesis states that we can “turn-off” the other language, whereas the non-selective activation states that we cannot “turn-off” completely one of our language and words from both language compete for selection

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9
Q

How do psycho-linguist test the 2 hypothesis

A
  1. test consequence of knowing 2 languages

2. evaluate reaction time and accuracy of when words are processed

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10
Q

What characterizes cognates

A

words that have the same form and the same meaning

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11
Q

How do we call words that have the same form, but different meaning

A

interlingual homograph

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12
Q

What is the prediction of the reaction time of an interlingual homograph in a non-selective access

A

reading would be slower than selective access

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13
Q

What is the prediction of the reaction time of a cognate in a non-selective access

A

reading would be faster, facilitated

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14
Q

How to characterize eye movement for reading the second language

A

Spends more time on certain words, so fixation time is greater and many regression (going back)

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15
Q

When we read, how are our eye movement

A

eyes make short fixation and separated by many saccades (jumps) and backtracking (regression)
*reading is not SMOOTH

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16
Q

When reading in our first language, are all the words read

A

No, not all! ~20% is skipped

17
Q

Initial lexical activation is part of which stage of cognitive processing

A

Earliest Stages of cognitive processing

18
Q

Revision of an initial interpretation that was wrong is according to which stage of cognitive processing

A

Later states of cognitive processing

19
Q

What are the 3 hypotheses of Libben and Titone research

A
  1. Is bilingual reading language selective or non-selective
  2. if non-selective what is the time-course of co-activation
  3. does the meaning of the sentence matter (how do they keep the 2 languages separated
20
Q

What is the method used in Libben & Titone research

A

Compared Low and high semantic constraint fixation duration

21
Q

What are the conclusions about the selective and non-selective activation according to Libben and Titone research

A

Relatively confirm language non-selective activation

  • both languages activated early and late
  • semantics can allow for selective access at late stages of processing
22
Q

What did Libben and Titone research show about the impact of high-semantic constraints

A

with high-constraint, the individual can reduce the activation of the unattended language

23
Q

How bilingual choose the language to speak

A

all about executive control

24
Q

How do we measure executive control and what is measured

A

with Stroop Task where the gaze duration is measured

25
Q

What is the conclusion of the Pivnea, Mercier & Titone research using the Stroop Task?

A

People with good executive control take less time to process homograph words compared to people with bad executive control who take more time to process homograph

26
Q

How do executive control affect conflict between 2 languages

A

It reduces the conflict with the unintended language

27
Q

What are the consequences of bilingualism

A
  1. enhanced executive functions across life span

2. delayed symptoms of Alzheimer’s

28
Q

How do bilingual people perform on the stroop-type tasks

A

they have a small difference between congruent and incongruent trials compared to monolingual

29
Q

How do the 2 languages of the bilingual interact

A

bilingual experience interactions of facilitation and competition between the 2 languages according to the non-selective hypothesis

30
Q

How do bilinguals control their 2 languages

A

They use linguistic information and executive control abilities to help separate the 2 languages, but not completely

31
Q

What are the consequences of bilingualism

A

Repeated competition and employment of executive control strengthens a mental muscle

Cognition (5 decks)

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