Memory, Language, and Bilingualism The relationship between memory and language, and the topic of bilingualism are important areas of research in both psychology and linguistics and are grounded in cognitive and linguistic paradigms, theories, and experimentation. This volume provides an integrated theoretical/real-world approach to second language learning, use, and processing from a cognitive perspective. A strong international and interdisciplinary team of contributors present the results of various explorations into bilingual language processing, from recent advances in studies on bilingual memory, to studies on the role of the brain in language processing and language forgetting. This is a strong yet balanced combination of theoretical/overview contributions and accounts of novel, original, empirical studies which will educate readers on the relationship between theory, cognitive experimentation, and data, and their role in understanding language learning and practice. j e a n e t t e a l t a r r i b a is a Professor and Chair of Psychology in the Department of Psychology, and Director of the Cognition and Language Laboratory, at the University at Albany, State University of New York (SUNY). l u d m i l a i s u r i n is an Associate Professor of Second Language Acquisition in the Department of Slavic and East European Languages and Cultures at The Ohio State University.
Memory, Language, and Bilingualism Theoretical and Applied Approaches Edited by Jeanette Altarriba and Ludmila Isurin
c a m b r i d g e u n i v e r s i t y p r e s s Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York Information on this title: /9781107008908 Cambridge University Press 2013 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2013 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library Library of Congress Cataloguing in Publication data Memory, language, and bilingualism : theoretical and applied approaches / edited by Jeanette Altarriba and Ludmila Isurin. pages cm ISBN 978-1-107-00890-8 1. Bilingualism Psychological aspects. 2. Cognition. 3. Memory. 4. Psycholinguistics. I. Altarriba, Jeanette, 1964 II. Isurin, Ludmila. P115.4.M46 2012 404.2 dc23 2012019856 ISBN 978-1-107-00890-8 Hardback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
Contents List of figures List of tables List of contributors page vii ix x Introduction 1 j e a n e t t e a l t a r r i b a a n d l u d m i l a i s u r i n 1 Bilingual memory: structure, access, and processing 7 j a m e s b a r t o l o t t i a n d v i o r i c a m a r i a n 2 Lexical competition in localist and distributed connectionist models of L2 acquisition 48 t o n d i j k s t r a, f e m k e h a g a, a l e x b i j s t e r v e l d, a n d i d a s p r i n k h u i z e n - k u y p e r 3 Working memory and (second) language processing 74 a r n a u d s z m a l e c, m a r c b r y s b a e r t, a n d w o u t e r d u y c k 4 Working memory in simultaneous interpreters 95 t e r e s a m. s i g n o r e l l i a n d l o r a i n e o b l e r 5 Using electrophysiological measures to track the mapping of words to concepts in the bilingual brain: a focus on translation 126 j a n e t g. v a n h e l l a n d j u d i t h f. k r o l l 6 Age effects in L2 learning: comparing child and adult learners performance on tests of implicit and explicit memory 161 p a v e l t r o f i m o v i c h, s a n d r a m a r t i n - c h a n g, a n d k y l e l e v e s q u e 7 Bilingualism, language, and aging 188 m i r a g o r a l v
vi Contents 8 Crossovers and codeswitching in the investigation of immigrant autobiographical memory 211 c a r m i t a l t m a n, r o b e r t w. s c h r a u f, a n d j o e l w a l t e r s 9 Linguistic relativity and bilingualism 236 p a n o s a t h a n a s o p o u l o s a n d f r a i b e t a v e l e d o 10 Testing effects for novel word learning in Chinese English bilinguals 256 c h i - s h i n g t s e a n d x i a o p i n g p u 11 The lexicon in second language attrition: what happens when the cat s got your tongue? 291 k a t h l e e n b a r d o v i - h a r l i g a n d d a v i d s t r i n g e r 12 Memory and first language forgetting 319 l u d m i l a i s u r i n 13 Future research directions: bilingualism, memory, and language 349 j e a n e t t e a l t a r r i b a Index 363
Figures 1.1 Baddeley s Working Memory Model page 11 1.2 Kroll and Stewart s Revised Hierarchical Model 25 1.3 Van Heuven, Dijkstra, and Grainger s Bilingual Interactive Activation Model 27 1.4 Dijkstra and van Heuven s Bilingual Interactive Activation Plus Model 28 1.5 Shook and Marian s Bilingual Language Interaction Network for Comprehension of Speech 29 1.6 Green s Inhibitory Control Model 30 1.7 Li and Farkas Self-Organizing Model of Bilingual Processing 31 2.1 The BIA+ framework of bilingual word recognition 53 2.2 The Bilingual Single Network Model 54 2.3 Processing of Dutch and English words by late learners of English 59 2.4 Processing of Dutch and English words by early Dutch English bilinguals 59 2.5 Late learning of English words of different frequency categories in BIA+ 60 2.6 The Revised Bilingual Single Network Model 63 2.7 Learning of Dutch and English words by late learners of English relative to English monolinguals 64 2.8 Learning of Dutch and English words by early Dutch English bilinguals relative to English monolinguals 65 2.9 Late learning of English words of different frequency categories in RBSN 66 2.10 Processing by late Dutch English bilinguals of English translation equivalents with different degrees of orthographic overlap with Dutch 67 2.11 Processing of English item types by late Dutch English bilinguals 67 vii
viii List of figures 2.12 Processing of Dutch item types by late Dutch English bilinguals 67 4.1 Verbal working memory across the literature 97 4.2 WM in interpreters vs. non-interpreters across the literature 103 4.3 WM in interpreters vs. non-interpreters: auditory stimuli across the literature 116 4.4 WM in interpreters vs. non-interpreters: print stimuli across the literature 116 5.1 The Revised Hierarchical Model 128 5.2 An illustration of the N400 component in ERP waveforms 137 6.1 Proportion of explicit recall for the combined groups of native English and French children and native English and French adults as a function of exposure condition (context vs. isolation) 177 6.2 Proportion of implicit word-stem completion for the combined groups of native English children and adults and native French children and adults as a function of exposure condition (context vs. isolation vs. control) 179 8.1 Distribution of memories in monolingual mature adults 213 8.2 Distribution of memories across the lifespan from both English and Hebrew sessions for English Hebrew participants 221 8.3 Distribution of memories during the English and Hebrew sessions for 12 English Hebrew adult bilinguals 222 8.4 Distribution of memories of earlier immigrants/arrival prior to age 30 and later immigrants/arrival after age 30 223 8.5 Distribution of memories in English for English Hebrew bilinguals who immigrated before age 30 and for those who immigrated after age 30 224 8.6 Distribution of memories in Hebrew for English Hebrew bilinguals who immigrated before age 30 and for those who immigrated after age 30 225 8.7 Mean number of same-language and crossover memories in L1 and L2 sessions/cue words among English Hebrew bilinguals 226 10.1 Modified Revised Hierarchical Model of bilingual memory 264 10.2 Mean proportion of Swahili English word pairs recalled in repeated study and repeated testing conditions across the 12 cycles in the acquisition phase 271 10.3 Scatterplot of testing effect and L1/L2 proficiency 276 12.1 Frequency effect 331 12.2 Contact with L1 332
Tables 4.1 Summary of the literature page 99 6.1 Mean reading ability (WRAT-3) and working memory (WJ-III) scores for four participant groups 170 6.2 Mean proportion of explicit recall for the four participant groups as a function of exposure condition 176 6.3 Mean proportion of implicit word-stem completion for the four participant groups as a function of exposure condition 178 8.1 Frequency and proportion of codeswitching in same-language and crossover memories for L1 and L2 sessions 228 10.1 Mean statistics for the lexical characteristics of Swahili English word pairs in Set A and Set B 268 10.2 Experimental stimuli 269 10.3 Mean proportions of intra-list intrusion errors, extra-list intrusion errors and omission as a function of condition in the acquisition phase and final cued-recall test 273 10.4 Pearson correlation matrix 275 12.1 Socio-linguistic background of the participants 328 12.2 Semantic interference 333 12.3 Unrecalled items 335 12.4 Recall in non-target language 335 ix
Contributors a l t a r r i b a, j e a n e t t e, University at Albany, State University of New York, USA a l t m a n, c a r m i t, Bar-Ilan University, Israel a t h a n a s o p o u l o s, p a n o s, Newcastle University, UK a v e l e d o, f r a i b e t, ESRC Centre for Research on Bilingualism, UK b a r d o v i - h a r l i g, k a t h l e e n, Indiana University, USA b a r t o l o t t i, j a m e s, Northwestern University, USA b i j s t e r v e l d, a l e x, Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, the Netherlands b r y s b a e r t, m a r c, Ghent University, Belgium d i j k s t r a, t o n, Radboud University Nijmegen, the Netherlands d u y c k, w o u t e r, Ghent University, Belgium g o r a l, m i r a, Lehman College, City University of New York, USA h a g a, f e m k e, Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, the Netherlands k r o l l, j u d i t h f., Pennsylvania State University, USA i s u r i n, l u d m i l a, The Ohio State University, USA l e v e s q u e, k y l e, Dalhousie University, Canada m a r i a n, v i o r i c a, Northwestern University, USA m a r t i n - c h a n g, s a n d r a, Concordia University, Canada o b l e r, l o r a i n e, City University of New York, USA x
List of contributors xi p u, x i a o p i n g, The Chinese University of Hong Kong, Hong Kong s c h r a u f, r o b e r t w., Pennsylvania State University, USA s i g n o r e l l i, t e r e s a m., Marymount Manhattan College, USA s p r i n k h u i z e n - k u y p e r, i d a, Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, the Netherlands s t r i n g e r, d a v i d, Indiana University, USA s z m a l e c, a r n a u d, Ghent University, Belgium t r o f i m o v i c h, p a v e l, Concordia University, Canada t s e, c h i - s h i n g, The Chinese University of Hong Kong, Hong Kong v a n h e l l, j a n e t g., Pennsylvania State University, USA and Radboud University Nijmegen, the Netherlands w a l t e r s, j o e l, Bar-Ilan University, Israel