Introduction to Bilingual Adults

Thirty-one English-Mandarin bilingual adults performed a picture-word matching task in both languages.

In this study, we tested whether there are WM capacity or structure differences in monolingual and bilingual adults.

The effects AoL2A and the length of second language experience showed no significant differences between simultaneous and sequential bilinguals or between bilingual adults and children for identifying the correct agent in each sentence.

Methods Participants included 25 English-speaking monolingual and 10 fluent Spanish-English speaking bilingual adults.

Here we show that early bilingual adults are faster at disengaging attention to shift attention, and at noticing changes between visual stimuli, than late bilingual adults.

The issue of language selectivity regarding lexical access of bilingual adults has been thoroughly reported in the literature.

Next, we submitted both groups of children to an ANOVA with 42 English speaking monolingual and 26 Spanish-English bilingual adults to test for an interaction of Language Experience by Age Group at the level of the whole brain.

RESULTS The findings indicated that typically fluent Spanish-English bilingual adults produce 6.

We conducted a visual world eye-tracking experiment with highly proficient Spanish-English bilingual adults to investigate the effects of relative language dominance, operationalized as a continuous, multidimensional variable, on the time course of relative clause processing in the first-learned language, Spanish.

In a first study, 131 bilingual adults were recruited to explored internal consistency, test-retest reliability and construct validity of the final French version.

Studies on bilingual adults suggest that L2 learners, regardless of their proficiency level, are sensitive to under-informative sentences and they exhibit a superior pragmatic ability on a par with monolingual control groups.

STUDY SAMPLE 105 Kannada-English bilingual adults using hearing aids.

Here, 61 French-English bilingual adults who varied in L1 (French or English) and language dominance took part in an audiovisual integration task while event-related brain potentials (ERPs) were recorded.

Results showed that bilingual adults outperformed monolinguals in response to perspective-dependent trials of the director task, but not in response to control trials.

Here, we examine whether individual differences in bilingual language diversity, measured through language entropy, continuously pattern with mentalizing judgments among bilingual adults, and whether this relationship is constrained by first vs.

The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success.

The research question is: Will bilingual adults accurately identify their first language and second language proficiency levels using a self-assessment when compared to a commonly used standardized norm-referenced test (SNRT) in both formal and informal contexts across the following outcome measures: (a) overall proficiency; (b) listening; (c) speaking; (d) reading; and (e) writing? Design/methodology/approach: Classification accuracy studies require at least 34 participants.

Thirty‐one English–Mandarin bilingual adults performed a picture–word matching task in both languages.

Together, these results show that when tasks demands are high and auditory processing is part of the task, bilingual adults outperform monolinguals due to better stimulus identification and greater efficiency in managing task demands.

We used eye-tracking to examine whether French-English (n = 23) and English-French (n = 21) bilingual adults activate non-target language syntax during English L2 (Experiment 1) and L1 (Experiment 2) reading, and whether this differed from functionally monolingual English reading (Experiment 3, n = 26).

Previous studies of bilingual adults have suggested that bilinguals’ experience with code-switching (CS) contributes to superior executive function (EF) abilities.

We used MEG brain imaging during mental addition to characterize spatiotemporal dynamics during mental addition in bilingual adults.

The current study investigated behavioral and electrophysiological (event-related potential; ERP) differences associated with task switching in a sample of young and older monolingual and bilingual adults.

An eye-tracking experiment in the Visual World Paradigm was conducted to examine the effects of language history on the predictive parsing of sentences containing relative clauses in the first-learned language of fluent bilingual adults.

A diverse sample of largely bilingual adults (first language English) rated their likelihood of using sarcastic and indirect language across different daily settings.

The 10 most frequently produced items for each category by 20 Spanish-English bilingual adults were identified as the most prototypical responses.

We administered eye tracking and behavioural measures of inhibition to young, healthy monolingual and highly proficient bilingual adults.

The aim of this paper was to investigate first-language (L1) and second-language (L2) reading of verb particle constructions (VPCs) among English–French bilingual adults.

Methods Participants included 25 English-speaking monolingual and 10 fluent Spanish-English speaking bilingual adults.

Using a language-switching paradigm, this study investigated differences in phonetic transfer of Cantonese–English bilingual adults with various language dominance profiles (Cantonese-dominant, English-dominant, and balanced bilinguals).

We present findings from a word recognition and a word learning task with monolingual and bilingual adults.

Data from 129 bilingual adults were also collected for comparison.

In this study we examined linguistic and non-linguistic control mechanisms in 20 Spanish–English neurologically healthy bilingual adults and 13 Spanish–English bilingual adults with aphasia.

The linguistic interchangeability between translation and original questions of the FFQ was assessed in 50 bilingual adults.

In two survey experiments with bilingual adults, we demonstrate that subjects assigned to interview in a minority language are indeed more likely to evaluate politics based on ethnic considerations: they rank ethnic relations as a more important political issue and they are more likely to correctly identify the anti-minority party in their political system.

In experiments manipulating acoustic, phonotactic, and lexical cues, Cantonese-English bilingual adults exhibited superior performance in discriminating English lexical stress than native English listeners across all phonotactic/lexical conditions when the fundamental frequency (f0) cue to lexical stress was present.

However, there is limited research concerning the efficacy of speech therapy in bilingual adults who stutter (BAWS).

Here, 62 French-English bilingual adults, who varied in L1 (French or English) and language dominance, produced sentences built around syllable strings that can be produced either as one bisyllabic word or two monosyllabic words.

Here, we monitored the eye movements of 48 French-English and 40 English-French bilingual adults as they read within-language homonyms embedded in more or less semantically constraining English sentences.

Aims and Objectives/Purpose/Research Questions: Recent research suggests that cognitive control plays a role in code-switching, both in bilingual adults and in bilingual children.

20 monolinguals and 20 bilingual adults were asked to explain a cooking recipe to a child, a non-native adult and a control native adult.

We investigate 92 Turkish-English bilingual adults with a wide age at onset (AaO) range (0–42).

(1) Is the mid-front vowel contrast kept in all the districts under study? Do we find differences across districts and/or age groups? (2) Is an auditory analysis of our data further supported by an acoustic analysis? (3) Which sociolinguistic factors help us predict whether the contrast is kept or lost? Design/methodology/approach: Participants in this study were 36 bilingual children and 36 bilingual adults who completed a picture-naming task.

Spanish-Basque bilingual adults showed better overall learning performance than monolinguals, irrespective of the illegality of the items.