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U1 Psychology of Cognition 213 > M2 Lecture 14 > Flashcards

M2 Lecture 14 Flashcards

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1
Q

define bilingual

A

Any individual who uses 2 languages is a bilingual to some degree

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2
Q

what is Bilingualism

A

The ability to communicate in any two languages

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3
Q

are lots of people bilingual

A

yes– the majority are

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4
Q

what are Several myths (1970s) about bilingualism

A
  • Too difficult
  • Can’t separate / mixing is bad
  • “Semi-lingualism”
  • Bilingual == two monolinguals
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5
Q

“A bilingual is not the sum of two complete or incomplete monolinguals; rather, he or she has a unique and specific linguistic configuration. (true or false)

A

true

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6
Q

Bilinguals vary a lot– in what sense

A
  • Researchers talk about
  • The abilities you need to be considered bilingual
  • Balanced vs. asymmetric bilingual
  • Acquisition profile
    • Simultaneous vs
    • Sequential
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7
Q

While proficiency may vary for bilinguals

• All bilinguals have increased cognitive demands relative to monolinguals explain

A

• Competition and coactivation from the unintended language • Use of executive control abilities to resolve competition

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8
Q

can you compare monolinguals and bilinguals

A

Hard to actually compare monolinguals and bilinguals • Solving different problems

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9
Q

what are the Three central questions about bilinguals

A
  1. How do the two languages of the bilingual interact?
  2. How do bilinguals control their two languages (keep their two languages apart)?
  3. What are the consequences of bilingualism?
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10
Q

what are the Two hypotheses of how the two languages of bilinguals
interact?

A

Language selective activation

Language non-selective activation

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11
Q

what is Language selective activation

A

Ableto”turn-off”thelanguageyou aren’t using

• alsocalleda“mentalfirewall”

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12
Q

what is Language non-selective activation

A

You don’t “turn-off” the language you aren’t using
• Wordsfrombothlanguagescompete for selection
• Even when you are only using one language

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13
Q

How to differentiate the two hypotheses?

A
  • Psycholinguists come up with clever ways to “trick” participants
  • E.g, manipulate cross-linguistic differences and similarities of stimuli
  • Test the consequence of knowing 2 languages
  • Record how these words are “processed”
  • Reaction times, accuracy
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14
Q

what is The bilingual lexicon

A

Bilinguals often have more than one word to express the same meaning – translation equivalents (english ‘dog’ french ‘chien’)

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15
Q

what are the 2 types of bilingual lexicon

A

COGNATES

INTERLINGUAL HOMOGRAPHS

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16
Q

what are COGNATES

A

same orthographic form, same meaning

17
Q

what are INTERLINGUAL HOMOGRAPHS

A

= same form, different meaning

18
Q

what are the Eye Movements during Reading

A
  • One of many ways to measure mental processes during reading
  • Participants read sentences naturally while eye movements are monitored
  • Eye movements during reading not smooth
  • Eye makes short FIXATIONS separated by jumps (SACCADES) and backtracking (REGRESSIONS)
  • Eye movements track variables associated with comprehension ease or difficulty
  • Fixations increase with word length and decrease with word frequency (Carpenter & Just,1981)
  • Not all words are read
  • We normally fixate about 80% of content words
  • Much lower proportion function words
  • Speed-reading decreases these proportions even more!
19
Q

order the time course of comprehension from
Earliest Stages
of cognitive processing e.g., initial lexical activation
to
Later Stages of cognitive Processing
e.g., revision of an initial Interpretation that was wrong

A

First Fixation Duration
First Pass Gaze Duration
Go-Past time
Total Fixation Duration

20
Q

what is First Fixation Duration

A

Very first time eye lands on word

21
Q

what is First Pass Gaze Duration

A

First few times eye lands on word

22
Q

what is Go-Past time

A

Time necessary to get past word

23
Q

what is Total Fixation Duration

A

All time spent fixating on word including regressions

24
Q

explain the results of Low constraint semantic context:

A
  • Interlingual homograph interference - all measures
  • Cognate facilitation - all measures
  • Thus, non-selective access occurs throughout time-course
25
Q

explain the results of High constraint semantic context:

A
  • Interlingual homograph interference - early measures only
  • Cognate facilitation - early measures only
  • Thus, initial non-selective access stage followed by selective access stage
26
Q

thus, How do the two languages of the bilingual interact?

A

Two hypotheses
• Language selective activation (this is wrong)
• Language non-selective activation
• Both languages activated early and late
• Semantics can allow for selective access at late stages of processing

27
Q

How do bilinguals control their two languages (keep their two languages apart)?

A

Executive control

Meaning of the sentence can help reduce conflict from the unintended language

28
Q

what is Executive control

A

In order to speak the intended languages, bilinguals use executive control

A set of cognitive processes involved in mental control and self-regulation including: • Attention
• Working memory

29
Q

what is the point of Executive control

A
  • To attend to the target language

* To suppress the irrelevant language

30
Q

what is A task to assess executive control

A

Stroop Task

31
Q

explain the Stroop Effect

A

• Not surprising, the incongruent context is the slowest to be named correctly and results in more inaccuracies.

  • Conflict effect – measure of executive function
    • Better executive control => smaller conflict effect

• Executive function abilities (like the stroop effect) impact the degree of language co-activation

32
Q

what can be delayed by being bilingual

A

Delayed symptoms of Alzheimer’s

Disease onset by ~ 4 years

33
Q

what is the Bilingual Advantage

A
  • Bilinguals have been shown to better be able to ignore irrelevant information.
  • Suggests a bilingual cognitive advantage to general-domain executive functions (language abilities conferring benefits in non-language cognition).
  • The bilingual advantage may even help protect cognition in aging, cognitive reserve.

but lots of controversy

34
Q

what are there Lexical disadvantages of being bilingual

A
  • Possibility that application of inhibitory control to the native language impedes word production
  • This disadvantage may be driving advantages in executive control
35
Q

give summary of the lecture

A
  1. How do the two languages of the bilingual interact?
    • Bilinguals experience interactions (facilitation and competition) between the two languages (language non-selective hypothesis)

2.How do bilinguals control their two languages (keep their two languages apart)?
• Bilinguals can use linguistic information and executive control abilities to help separate the two languages (but not completely!)
3. What are the consequences of bilingualism?
• Repeated competition and employment of executive control strengthens a mental muscle

U1 Psychology of Cognition 213 (21 decks)

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