Inhibitory control in L2 phonological processing
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1 Inhibitory control in L2 phonological processing Joan C. Mora Universitat de Barcelona GRAL Research Group on the Acquisition of Languages Language Control in Second Language Learners. Université de Toulouse II Le Mirail, June
2 What motivates this research? (a) Many L2 learners struggle with pronunciation. (b) Age- and Experience- / Input-related factors do not fully explain inter-learner variation in L2 phonological competence. Perception of L2 vowels
3 What motivates this research? (a) Many L2 learners struggle with pronunciation. (b) Age- and Experience- / Input-related factors do not fully explain inter-learner variation in L2 phonological competence. Production of L2 vowels
4 Inhibitory control: definition Inhibitory control: A person s ability to bring to the background stimuli (visual, auditory) or stimuli features (colour, shape) that are irrelevant to the mental process at hand. 2 main types of inhibition (or inhibitory control): (Miyake et al., 2000) (a) Deliberate, intended controlled suppression of a prepotent response: one s ability to deliberately inhibit dominant, automatic, or prepotent responses when necessary (Stroop task). (b) the suppression of activation in spreading activation models (b1) decrease in activation (negative activation) (b2) reactive inhibition = negative priming (unintended inhibition resulting from processing)
5 Inhibitory control and language Inhibitory control in language: (a) Inhibition of the language not in use (bilingual language control: L1/L2) (b) Suppression of activation of phonological / lexical representations. (lexical selection in word retrieval processes) Is inhibitory control a cognitive skill modulating L1 interference and attrition? (Costa & Santesteban, 2004; Costa, Santesteban & Ivanova, 2006; Lev-Ari & Peperkamp, 2013; Miyake et al., 2000)
6 Tasks used to measure Inhibitory Control - Linguistic vs. Non-linguistic - Intentional vs. non-intentional inhibitory control - Simon - Flankers - Stroop - Language switching - Retrieval-induced inhibition
7 Simon Press the left key for the GREEN square, and the right key for the RED square (ignore the position of the square) Congruent
8 Simon Press the left key for the GREEN square, and the right key for the RED square (ignore the position of the square) Congruent
9 Simon Press the left key for the GREEN square, and the right key for the RED square (ignore the position of the square) Incongruent
10 Simon Press the left key for the GREEN square, and the right key for the RED square (ignore the position of the square) Incongruent
11 Simon Ready?
12 Simon
13 Simon
14 Simon
15 Simon
16 Simon
17 Simon
18 Simon
19 Simon
20 Simon
21 Simon
22 Simon
23 Simon
24 Flankers Blumenfeld, H. K., & Marian, V. (2013). Parallel language activation and cognitive control during spoken word recognition in bilinguals. Journal of Cognitive Psychology, 25(5), Click on the left key when the arrow is pointing left, click on the right key when the arrow is pointing right (ignore the arrow position) Congruent Incongruent
25 Flankers Blumenfeld, H. K., & Marian, V. (2013). Parallel language activation and cognitive control during spoken word recognition in bilinguals. Journal of Cognitive Psychology, 25(5), trial = 2000 ms trial ms 700 ms 800 ms trial ms 700 ms 800 ms
26 Flankers Press the left key for the left-pointing arrow, and the right key for the right pointing arrow (ignore the position of the arrow).
27 Flankers Press the left key for the left-pointing arrow, and the right key for the right pointing arrow (ignore the position of the arrow).
28 Flankers Press the left key for the left-pointing arrow, and the right key for the right pointing arrow (ignore the position of the arrow).
29 Flankers Press the left key for the left-pointing arrow, and the right key for the right pointing arrow (ignore the position of the arrow).
30 Flankers Press the left key for the left-pointing arrow, and the right key for the right pointing arrow (ignore the position of the arrow).
31 Flankers Press the left key for the left-pointing arrow, and the right key for the right pointing arrow (ignore the position of the arrow).
32 Stroop Name the ink colour (ignore the word).
33 Stroop Name the ink colour (ignore the word). green
34 Stroop Name the ink colour (ignore the word). blue
35 Stroop Name the ink colour (ignore the word). red
36 Stroop Name the ink colour (ignore the word). black
37 Stroop Name the ink colour (ignore the word). green
38 Stroop Name the ink colour (ignore the word). red
39 Stroop Name the ink colour (ignore the word). black
40 Stroop Name the ink colour (ignore the word). blue
41 Inhibitory control & L2 phonology Few studies relating Inhibition to L2 phonological development (Lev-Ari & Peperkamp, 2013; Darcy, Mora & Daidone, 2014) Stronger inhibitory skill might result in better inhibition of the language not in use, and in more efficient phonological processing when switching between speech dimensions or languages. Greater inhibitory capacity may lead to more successful suppression of L1 interference in L2 phonological processing. more accurate L2 speech perception/production.
42 Inhibitory control & L2 phonology In SLA Switching between languages bilingualism - large differences in language dominance Switching between speech dimensions L1 or L1s - is not effortless / automatic - Phonetic cue weighting may be different in L1 and L2
43 Example 1: task switching paradigm Number Letter odd Left key vowel even Right key consonant Rogers & Monsell (1995)
44 Example 1: task switching paradigm Number E7 Letter odd Left key vowel even Right key consonant Rogers & Monsell (1995)
45 Example 1: task switching paradigm Number A4 Letter odd Left key vowel even Right key consonant Rogers & Monsell (1995)
46 Example 1: task switching paradigm Number P1 Letter odd Left key vowel even Right key consonant Rogers & Monsell (1995)
47 Example 1: task switching paradigm Number S5 Letter odd Left key vowel even Right key consonant Rogers & Monsell (1995)
48 Example 1: task switching paradigm Number 6J Letter odd Left key vowel even Right key consonant Rogers & Monsell (1995)
49 Example 1: task switching paradigm Number 8U Letter odd Left key vowel even Right key consonant Rogers & Monsell (1995)
50 Example 1: task switching paradigm Number 9O Letter odd Left key vowel even Right key consonant Rogers & Monsell (1995)
51 Longer RTs Attention Example 1: Control task switching (AC) paradigm Task-switching paradigm: measures Number Shorter RTs Repeat trial (R) Switch trial (S) Switch Longer RTs Letter Shorter RTs Repeat trial AC Measures: - Shift cost = Switch RTs - Repeat RTs - Error rate = Switch trials + Repeat trials
52 Frequency (Hz) Frequency (Hz) Example 1 Inhibition and attention in L2 speech perception Attention control = foregrounding of duration (L2) Inhibitory control = backgrounding of vocing (L1) [pleɪs] [pleɪz ] place plays Time (s) Time (s) 160ms 330ms 340ms 210ms
53 Example 1 Foregrounding vs. backgrounding temporal and spectral information. 115ms [bɪt] 156ms [biːt] 355ms [biːd]
54 Example 1: task switching paradigm (Attention Switching) Inhibition and attention in L2 speech perception Dimension 1: segmental duration (quantity) (a) short: i, e, a, etc. (b) long: i, e, a, etc. Duration is used in English to encode voicing in wordfinal obstruents and at the same time is secondary to identifying vowel quality distinctions. Dimesion 2: voice quality (a) male: i, e, a, etc. (b) female: i, e, a, etc. Pitch is very important in speech. Besides identifying talkers on the basis of sex and age, pitch changes are used linguistically to convey meaning, as with intonation. (Safronova & Mora 2013; Mora & Safronova, submitted)
55 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
56 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
57 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
58 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
59 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
60 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
61 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
62 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
63 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
64 Example 1: task switching paradigm Task-switching paradigm (speech-based version) Length voice Long Left key Female Short Right key Male
65 (Safronova & Mora, 2013) Example 1: task switching paradigm Results (descriptives N= 83) Error Rate (% ER) Switch trials = 8.00 Repeat trials = 5.23 RTs Switch RTs = Repeat RTs = Switch cost = 1117 ms 923 ms 193 ms
66 (Safronova & Mora, 2013) Example 1: task switching paradigm Error Rates Results: Error Rate * N=60 * Pearson r AC ER DIS Nat -.431** DIS Man -.476** ANOVAs within: Nat/Man p<.001 between: Low/High p<.001 Group differences: Low AC ER (N=32) High AC ER (N=28) Nat: p=.002 Man: p<.001
67 Example 1: task switching paradigm Switch Costs N=60 Pearson r AC SC DIS Nat n.s DIS Man n.s ANOVAs within: Nat/Man p<.001 between: Low/High n.s. Group differences: Low AC SC (N=30) High AC SC (N=30) Nat: p=.572 Man: p=.209 (Safronova & Mora, 2013)
68 Example 2: bilingual picture naming task Amount of inhibition = Level of proficiency - In L1 activation is always high > strong inhibition - In L2 activation is low (if proficiency is LOW) > little inhibition Language switching paradigm L1 L2 Trials: - switch (L1-L2 / L2-L1) and non-switch (L1-L1 / L2-L2) - language cued by background colour: Measure: RTs from stimuli onset to voice-key activation (Costa & Santesteban, 2004; Costa, Santesteban & Ivanova, 2006; Calabria et al. 2012)
69 Example 2: bilingual picture naming task L1 L2
70 Example 2: bilingual picture naming task L1 L2
71 Example 2: bilingual picture naming task L1 L2
72 Example 2: bilingual picture naming task L1 L2
73 Example 2: bilingual picture naming task L1 L2
74 Example 2: bilingual picture naming task L1 L2
75 Example 2: bilingual picture naming task L1 L2
76 Example 2: bilingual picture naming task L1 L2
77 Example: word retrieval in a bilingual picture naming task Amount of inhibition = Level of proficiency - In L1 activation is always high > strong inhibition - In L2 activation is low (if proficiency is LOW) > little inhibition Language switching paradigm Trials: Measure: - switch (L1-L2 / L2-L1) and non-switch (L1-L1 / L2-L2) - language cued by background colour: L1 L2 RTs from stimuli onset to voice-key activation L1 L1 L2 L2 L1 L1 L2 >non-s> >switch> >non-s> >switch> >non-s> >switch> (Costa & Santesteban, 2004; Costa, Santesteban & Ivanova, 2006; Calabria et al. 2012)
78 Inhibition and L2 phonology Amount of inhibition is related to proficiency level - Activation HIGH in L1 > strong inhibition - Activation LOW in L2 (if proficiency is LOW) > little inhibition L1 shift cost - RTs are higher in Switch than in No-Switch trials. - L1-to-L2 and L2-to-L1 switching costs are asymmetrical: L2 shift cost > shifting to L1 requires more time (to overcome inhibition) (Costa & Santesteban, 2004; Costa, Santesteban & Ivanova, 2006; Calabria et al. 2012)
79 Inhibition and L2 phonology Amount of inhibition = Level of proficiency - Activation HIGH in L1 > strong inhibition - Activation LOW in L2 (if proficiency is LOW) > little inhibition Spanish-Catalan highly proficient early bilinguals (Costa & Santesteban, 2004; Costa, Santesteban & Ivanova, 2006; Calabria et al. 2012)
80 Inhibition and L2 phonology Lev-Ari & Peperkamp (2013) Bilinguals with lower inhibitory skill exhibit greater influence of the second language on the first Late English-French bilinguals - Highly proficient in both languages - Used both languages daily - L1 (English)-dominant - Residing in France for at least 3 years (range: 4 49, Median=17, SD=15.4) They produced and perceived Voice Onset Time of voiceless stops (/p t k/) in English in a more French-like manner, the lower their inhibitory skill was. (Lev-Ari & Peperkamp 2013)
81 Inhibition and L2 phonology: Example 3 (cognitive task) Inhibitory control Retrieval-induced inhibition task: Individual measures of inhibitory control obtained by inducing the decrease of activiation of competing lexical items during lexical retrieval - NOT the deliberate, controlled suppression of a response (unlike Stroop or Simon tasks). - Based on spreading activation/ connectionist networks models: (Lev-Ari & Peperkamp 2013) Decrease in activation = negative activation =negative connection weights.
82 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake
83 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake animals - snake
84 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake animals - elephant
85 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake vegetables - onion
86 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake occupations - teacher
87 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake animals s_
88 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake animals e_
89 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake vegetables o_
90 Example 3: retrieval-induced inhibition Memorize Practice Recognize animals - snake occupations t_
91 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake onion
92 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake onion
93 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake tomato
94 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake tomato
95 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake elephant
96 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake elephant
97 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake horse
98 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake horse
99 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake snake
100 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake snake
101 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake teacher
102 Example 3: retrieval-induced inhibition Memorize Practice Recognize 1=YES 3=NO animals - snake teacher
103 Example 3: retrieval-induced inhibition Memorize Vegetables Lettuce Potato Artichoke Onion Spinach Tomato Animals Duck Snake Elephant Horse Tiger Cow Occupations Plumber Teacher Fireman Carpenter Engineer Nurse Practice Type: Vegetable-L Vegetables Lettuce Potato Artichoke Onion Spinach Tomato Animals Duck Snake Elephant Horse Tiger Cow Occupations Plumber Teacher Fireman Carpenter Engineer Nurse Increased activation Inhibited Control (non practiced category) Inhibition score = (RT to inhibited)/(rt to control) Recognize Vegetables Lettuce Potato Artichoke Onion Spinach Tomato Animals Duck Snake Elephant Horse Tiger Cow Occupations Plumber Teacher Fireman Carpenter Engineer Nurse RT on inhibited / RT on control PLUS additional items never presented before (e.g. secretary)
104 Reaction Time (ms) Example 3: retrieval-induced inhibition control inhibited
105 Background to the present study Inhibition Attention control PSTM L2 production L2 perception Pure tone hearing test Vocabulary size Background questionnaire Spain 35 L2 learners of English (L1 Spanish Monolinguals) + 10 native speakers (control) Universidad de Sevilla United States 26 L2 learners of Spanish (L1 English Monolinguals) + 9 native speakers (control) Indiana University 52 L2 learners of English (Spanish-Catalan Bilinguals) Universitat de Barcelona Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
106 The present study Spain 52 L2 learners of English (Spanish-Catalan Bilinguals) Universitat de Barcelona - Could understand & speak both Ls - Used Spanish & Catalan daily - Differed in amount of use of less dominant language. 35 L2 learners of English (L1 Spanish Monolinguals) 2 groups: < 30% unbalanced > 30% balanced 26 L2 learners of Spanish (L1 English Monolinguals) Unbalanced bilinguals need to strongly inhibit their more proficient language when using their less dominant one ( balanced bilinguals). > enhanced inhibitory skill > more efficient L1 inhibition when using L2 English
107 Tasks: L2 phonological processing L2 production - Delayed sentence repetition task Vowel production Consonant production L2 perception - ABX Categorization Vowel contrasts Consonant contrasts All tasks performed in L2 and L1 by all groups, but we focus on L2-English learners L2 English contrasts Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
108 Production: delayed sentence repetition - 4 pairs of sentences for each contrast (total: 16 per language) - L2 learners + NS controls Spanish L2: Bloomington (L1-En monolinguals) /e/ - /eɪ / Qué ruido ha sido ese? Es la maceta que se ha roto. Qué le pones a la ensalada? Un buen aceite de oliva. /ɾ/ - /ð/ Parece que tienes frío! Tengo la cara helada del frío. No nos ha contado esta historia antes? Cuenta cada historia mil veces. English L2: Sevilla (L1-Sp monolinguals) Barcelona (Sp/Cat bilinguals) /i:/ - /ɪ/ Which one do you like best? I like the cheap one. What would you like with it? I ll have the chips please. /ʃ/ - /tʃ/ Could you buy some wine? All the shops are closed, sorry. Are you not finishing the pork chops? The chops are too much, I m full.
109 Production: delayed sentence repetition - 4 pairs of sentences for each contrast (total: 16 per language) - L2 learners + NS controls Spanish L2: Bloomington (L1-En monolinguals) /e/ - /eɪ / Qué ruido ha sido ese? Es la maceta que se ha roto. Qué le pones a la ensalada? Un buen aceite de oliva. /ɾ/ - /ð/ Parece que tienes frío! Tengo la cara helada del frío. No nos ha contado esta historia antes? Cuenta cada historia mil veces. English L2: Sevilla (L1-Sp monolinguals) Barcelona (Sp/Cat bilinguals) /i:/ - /ɪ/ Which one do you like best? I like the cheap one. What would you like with it? I ll have the chips please. /ʃ/ - /tʃ/ Could you buy some wine? All the shops are closed, sorry. Are you not finishing the pork chops? The chops are too much, I m full.
110 Production measures - 4 pairs of sentences for each contrast (total: 16 per language) - L2 learners + NS controls Spanish L2 /e/ - /eɪ / 3 measurement points (MP) within vowels: F1, F2, F3, F0 Amount of tongue movement (Bark difference score) from MP2 to MP1 /ɾ/ - /ð/ Visual and auditory examination of spectrogram Categorical decision about tap vs. spirantized /ð/ Score out of 8 English L2 /i:/ - /ɪ/ 3 measurement points (MP) within vowels: F1, F2, F3, F0 Spectral distances (Bark) at midpoint and Euclidean distances /ʃ/ - /tʃ/ Visual and auditory examination of spectrogram Categorical decision about presence vs. absence of closure Score out of 8 Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
111 Production results /e/ - /eɪ / amount of tongue movement L2 Spanish L1 Spanish Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
112 Production results L2 Spanish /e/ - /eɪ /: amount of tongue movement
113 B1 - B0 Production results 12,00 L2 English /i:/ - /ɪ/ : spectral differences (Bark) /i:/ 10,00 /i:/ /ɪ/ B2-B1 8,00 6,00 Native speakers L2 learners (Sev) L2 learners (Bcn) 4,00 1,00 1,50 2,00 2,50 /ɪ/ 3, ,50
114 Perception task: speeded categorical ABX task 500 ms 500 ms time S1 S2 S3 A B A A B B female voice 1 female voice 2 Response: A or B - Stimuli in Spanish and English (non-words) - Stimuli recorded by two female early balanced bilinguals (Mexican Spanish / American English) - All subjects heard all stimuli - Language switch between 2 blocks - 4 orderings: ABA, ABB, BAA, BAB = 128 trials
![Perception: speeded categorical ABX discrimination Sample of trisyllabic nonword stimuli in Spanish and English [4 items per condition] Stimulus language item A item B Condition Spanish saˈɾeβo](/docs-images/71/66172692/images/115-0.jpg "saˈðeβo Test C English səˈʃi:dən səˈtʃi:dən Test C Spanish faˈneða faˈneɪða Test V English fəˈni:dɪʃ fəˈnɪdɪʃ Test V Spanish gaˈtaso gaˈðaso Control C English gəˈtæfɪn gəˈdæfɪn Control C Spanish")
115 Perception: speeded categorical ABX discrimination Sample of trisyllabic nonword stimuli in Spanish and English [4 items per condition] Stimulus language item A item B Condition Spanish saˈɾeβo saˈðeβo Test C English səˈʃi:dən səˈtʃi:dən Test C Spanish faˈneða faˈneɪða Test V English fəˈni:dɪʃ fəˈnɪdɪʃ Test V Spanish gaˈtaso gaˈðaso Control C English gəˈtæfɪn gəˈdæfɪn Control C Spanish luˈpito luˈpato Control V English ləˈpi:dɪk ləˈpædɪk Control V Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
116 Perception results (test conditions) L2 Stimuli L1 Stimuli L2 Spanish L2 English L2 English (Bloomington) (Sevilla) (Barcelona) Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
117 Inhibition Score Inhibition: group results 1,60 1,40 1,20 1,00 0,80 0,60 0,40 0,20 0,00 L2 Spanish (Bloomington) L2 English (Sevilla) L2 English (Barcelona) Error bar = 1 SD Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
118 Inhibition: monolingual L2 learners (Proficiency partialled out) - Inhibition - ABX accuracy Inhibition (score) Perception (ABX) L2 Sp (Monolingual-Bloomington) r=.507* L2 En (Monolingual-Sevilla) r=.615* Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
119 Inhibition: results (Proficiency partialled out) - Inhibition - ABX accuracy Inhibition (score) Perception (ABX) L2 Sp (Monolingual-Bloomington) r=.507* L2 En (Monolingual-Sevilla) r=.615* L2 En (Bilinguals-Barcelona)? Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
120 Inhibition score Inhibition: Individual Results 2 p < ,5 1 0,5 Bloomington Sevilla Barcelona (unbalanced) Barcelona (balanced) Means = Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
121 Findings Inhibition score - Perception (ABX) - Production accuracy Perception (ABX) Production (Cs) Production (Vs) L2 Sp r =.507* r =.324 r =-.216 L2 En (Sev) r =.615* r =.169 r =.024 L2 En (Bcn) r =.012 n.a. r =-.062 Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
122 Findings Inhibition score - Perception (ABX) - Production accuracy Perception (ABX) Production (Cs) Production (Vs) L2 Sp r =.507* r =.324 r =-.216 L2 En (Sev) r =.615* r =.169 r =.024 L2 En (Bcn) r =.012 n.a. r =-.062 Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
123 Findings Inhibition score - Perception (ABX) - Production accuracy Perception (ABX) Production (Cs) Production (Vs) L2 Sp r =.507* r =.324 r =-.216 L2 En (Sev) r =.615* r =.169 r =.024 L2 En (Bcn) r =.012 n.a. r =-.062 L2 En (Bcn) balanced (> 30%) unbalanced (< 30%) r=.160 n.a. r= r=.047 n.a. r=
124 Findings Inhibition score - Perception (ABX) - Production accuracy Perception (ABX) Production (Cs) Production (Vs) L2 Sp r =.507* r =.324 r =-.216 L2 En (Sev) r =.615* r =.169 r =.024 L2 En (Bcn) r =.012 n.a. r =-.062 L2 En (Bcn) balanced (> 30%) unbalanced (< 30%) r=.160 n.a. r= r=.047 n.a. r=
125 Discussion and Conclusions Monolingual Context: - Inhibition was related to L2 perception, but not L2 production. Bilingual Context: - Inhibition was unrelated to L2 perception or production - This appeared to be the case for balanced as well as unbalanced bilinguals. Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
126 Discussion and Conclusions Why did we fail to find a relationship between Inhibition and perception and production for Barcelona bilinguals? - Perhaps the effects of individual differences in inhibitory skill are washed out in bilinguals due to the daily practice they receive in inhibiting one language over the other (irrespective of how balanced they are). Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
127 Further research Contexts of language use where Individual Differences in inhibitory control can be investigated further: - L2 effects on L1 in L2-immersion. Lev-Ari & Peperkamp (2013) - Modulation of cognate effects - L1 transfer at various levels of L2 phonological processing. - L2 speech learning by Monolinguals vs. Bilinguals. - Developing new (speech-based) tasks Darcy, Mora & Daidone (2014) Mora & Darcy (2013, 2014)
128 Merci! Thank you!
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