The present thematic set of studies comprises five concise review articles on the use of priming paradigms in different areas of bilingualism research. Their aim is to provide readers with a quick overview of how priming paradigms can be employed in particular subfields of bilingualism research and to make readers aware of the methodological issues that need to be considered when using priming techniques.

Research on nonnative auditory word recognition makes use of a lexical decision task with phonological priming to explore the role of phonological form in nonnative lexical access. In a medium-lag lexical decision task with phonological priming, nonnative speakers treat minimal pairs of words differentiated by a difficult phonological contrast as a repetition of the same word. While native speakers show facilitation in medium-lag priming only for identical word pairs, nonnative speakers also show facilitation for minimal pairs. In short-lag phonological priming, when the prime and the target have phonologically overlapping onsets, nonnative speakers show facilitation, while native speakers show inhibition. This review discusses two possible reasons for facilitation in nonnative phonological priming: reduced sensitivity to nonnative phonological contrasts, and reduced lexical competition of nonnative words with underdifferentiated, or fuzzy phonolexical representations. Nonnative words may be processed sublexically, which leads to sublexical facilitation instead of the inhibition resulting from lexical competition.

The review describes how morphological priming can be utilised to study the processing of morphologically complex words in bilinguals. The article starts with an overview of established experimental paradigms based on morphological priming, discusses a number of basic methodological pitfalls with regard to experimental design and materials, then reviews previous L2 morphological priming studies, and concludes with a brief discussion of recent developments in the field as well as possible future directions.

In this review, we examine how structural priming has been used to investigate the representation of first and second language syntactic structures in bilinguals. Most experiments suggest that structures that are identical in the first and second language have a single, shared mental representation. The results from structures that are similar but not fully identical are less clear, but they may be explained by assuming that first and second language representations are merely connected rather than fully shared. Some research has also used structural priming to investigate the representation of cognate words. We will also consider whether cross-linguistic structural priming taps into long-term implicit learning effects. Finally, we discuss recent research that has investigated how second language syntactic representations develop as learners’ proficiency increases.

This paper provides a concise overview of the cross-modal priming methodology, it presents a selection of key studies to illustrate how this method can be used to address lexical and syntactic processing and discusses advantages and disadvantages, along with issues that need to be taken into consideration when designing studies that address sentence processing in bilinguals.

The aim of this review is to provide a selective overview of priming studies which have employed the event-related brain potential (ERP) technique in order to investigate bilingual language processing. The priming technique can reveal an implicit memory effect in which exposure to one stimulus influences the processing of another stimulus. Behavioral approaches, such as measuring reaction times, may not always be enough for providing a full view on the exact mechanisms and the time-course of language comprehension. Instead, ERPs have a time-resolution of a millisecond and hence they offer a precise temporal overview of the underlying neural processes involved in language processing. In our review, we summarize experimental research that has combined priming with ERP measurements, thus creating a valuable tool for examining the neurophysiological correlates of language processing in the bilingual brain.

Polysyllabic shortening is used to maintain stress-timed rhythm in English, but used negligibly in Spanish. It is unknown how polysyllabic shortening is influenced when individuals are exposed to one language that employs it and one that does not. We calculated polysyllabic shortening for 35 functionally monolingual English-speaking adults and 19 relatively balanced Spanish–English bilingual peers who repeated English and Spanish nonwords. Results showed that speech motor patterns learned early in life might be sufficient to block cross-linguistic transfer of polysyllabic shortening despite limited language proficiency, and bilingual speakers appear to signal membership in the majority language by increasing polysyllabic shortening.

Proficient bilinguals demonstrate slower lexical retrieval than comparable monolinguals. The present study tested predictions from two main accounts of this effect, the frequency-lag and competition hypotheses. Both make the same prediction for bilinguals but differ for trilinguals and for age differences. 200 younger or older adults who were monolingual, bilingual, or trilingual performed a picture naming task in English that included high and low frequency words. Naming times were faster for high than for low frequency words and, in line with frequency-lag, group differences were larger for low than high frequency items. However, on all other measures, bilinguals and trilinguals performed equivalently, and lexical retrieval differences between language groups did not attenuate with age, consistent with the competition view.

Do cross-lingual interactions occur even with structures of different word order in different languages of bilinguals? Or could the latter provide immunity to interference of the contrasting characteristics of the other language? To answer this question, we examined the reported speech production (utterances reporting what just happened; e.g., Holly asked what Eric ate) of two groups of proficient, unbalanced bilinguals with varying similarity between their native (L1-Spanish/L1-Dutch) and second language (L2-English). The results showed that both groups of bilinguals produced word order errors when formulating indirect What-questions in L2, regardless of how similar the L1 was to the L2 in that respect. Our findings suggest that in the case of reported speech production in the examined bilingual groups, cross-linguistic syntactic differences by themselves suffice to induce language interference, and that the degree of similarity between the L1 and the L2 does not seem to modulate the magnitude of this effect.

We examined the role of general inhibitory control and general set shifting processes in bilingual language production in 51 native Finnish speakers with English as L2, mainly learnt after the age of 7. We tested the hypothesis that inhibitory control, measured with the Simon and Flanker tasks, is central when switching into L1 (Green, 1998) and, more generally, that general set shifting processes, measured with the Number-Letter task, underlie language switching and mixing (Meuter & Allport, 1999). The results were inconsistent. The basic language switch cost effects were in line with the inhibitory control model, but the interactions with the executive tasks did not support the model and were partly contrary to it. The general set shifting hypothesis received some support. Alternative explanations of the sources of the switching and mixing cost asymmetries in bilingual language production are discussed.

A bilingual advantage has been found in both cognitive and social tasks. In the current study, we examine whether there is a bilingual advantage in how children process information about who is talking (talker-voice information). Younger and older groups of monolingual and bilingual children completed the following talker-voice tasks with bilingual speakers: a discrimination task in English and German (an unfamiliar language), and a talker-voice learning task in which they learned to identify the voices of three unfamiliar speakers in English. Results revealed effects of age and bilingual status. Across the tasks, older children performed better than younger children and bilingual children performed better than monolingual children. Improved talker-voice processing by the bilingual children suggests that a bilingual advantage exists in a social aspect of speech perception, where the focus is not on processing the linguistic information in the signal, but instead on processing information about who is talking.

People who were mostly exposed to English with an accent in the early home environment are more native-like when performing various English tasks, compared to those who were mostly exposed to their non-English heritage language (Tao & Taft, 2016). The present study extends from the work of Tao and Taft (2016), further exploring the effects of early home language environment on linguistic and cognitive outcomes later in life. Three groups of young adult participants who differed in their early home language environment were examined on speech comprehension and executive function tasks. Results showed that people who were exposed mostly to non-English heritage languages have disadvantages relative to native monolingual speakers in the comprehension of certain types of stimuli, but show advantages in their executive functioning. Those exposed mostly to nonstandard English showed a less robust advantage in executive functions over native speakers, and showed no apparent disadvantage in speech comprehension.

No previous research has investigated the neural correlates of vocabulary acquisition in second language learners of sign language. The present study investigated whether poor vocabulary knowledge engaged similar prefrontal lexico-semantic regions as seen in unimodal L2 learners. Behavioral improvements in vocabulary knowledge in a cohort of M2L2 learners were quantified. Results indicated that there is significant increase in vocabulary knowledge after one semester, but stabilized in the second semester. A longitudinal fMRI analysis was implemented for a subset of learners who were followed for the entire 10 months during initial sign language acquisition. The results indicated that learners who had poor sign vocabulary knowledge consistently showed greater activation in regions involved in motor simulation, salience, biological motion and spatial processing, and lexico-semantic retrieval. In conclusion, poor vocabulary knowledge requires greater engagement of modality-independent and modality-dependent regions, which could account for behavioral evidence of difficulty in visual phonology processing.

This study responds to the call for more ecologically valid psycholinguistic research (Spivey & Cardon, 2015) by examining how readers incidentally acquire multifaceted vocabulary knowledge while reading a long, authentic text. Using eye tracking, we explore how the processing of unfamiliar words changes with repeated exposure and how the repeated exposure and processing affect word learning. In two sessions, native and non-native English speakers read five chapters of an authentic English novel containing Dari words. After reading, participants received a comprehension test and three surprise vocabulary tests. Growth curve modeling revealed a non-linear decrease in reading times that followed an S shaped curve. Number of exposures was the strongest predictor of vocabulary learning (form and meaning), while total reading time independently contributed to the learning of word meaning. Thus, both quantity and quality of lexical processing aid incremental vocabulary development and may reveal themselves differently in readers’ eye movement records.

Short-term memory (STM) is required for second language learning. However, it is not clear what components of STM are necessary for the acquisition and lexicalisation of new written words. Studies suggest that memory for serial order is a critical cognitive process in spoken word acquisition although correlated mechanisms such as executive control also play a role. In this study, bilingual Cantonese–English speakers who are learning written expert words in a non-native language were tested over a one year period in their first year of instruction. Written word lexicalisation was measured using lexical decision and spelling to dictation tasks. Results showed measures of executive control (Stroop performance) and serial order memory capacity predict recognition and recall of written expert words at different stages. Whereas serial order memory predicts improvements to lexical decision accuracy, executive control predicts spelling to dictation performance after one year. The conclusion is that STM processes do constrain written word lexicalisation in a second language. However, executive control and serial order memory capacity have differential effects during word lexicalisation.

This study assesses the effects of age and language exposure on VOT production in 29 simultaneous bilingual children aged 3;7 to 5;11 who speak German as a heritage language in the Netherlands. Dutch and German have a binary voicing contrast, but the contrast is implemented with different VOT values in the two languages. The results suggest that bilingual children produce ‘voiced’ plosives similarly in their two languages, and these productions are not monolingual-like in either language. Bidirectional cross-linguistic influence between Dutch and German can explain these results. Yet, the bilinguals seemingly have two autonomous categories for Dutch and German ‘voiceless’ plosives. In German, the bilinguals’ aspiration is not monolingual-like, but bilinguals with more heritage language exposure produce more target-like aspiration. Importantly, the amount of exposure to German has no effect on the majority language's ‘voiceless’ category. This implies that more heritage language exposure is associated with more language-specific voicing systems.

According to usage-based approaches to language acquisition, linguistic constructions should display prototype effects, or graded category membership (e.g., Bybee, 2010). Using the prototype-plus-distortion methodology (Franks & Bransford, 1971), Ibbotson, Theakston, Lieven, and Tomasello (2012) have provided evidence for prototype effects in adult native English speakers, who had false-positive recognition of sentences with prototypical transitive semantics as having been previously encountered after being exposed to non-prototypical transitive semantics. In the current study, I adopted this methodology and investigated whether the effects can be replicated and additionally observed from English-as-a-second-language (ESL) learners. Results from two groups of adult native English speakers (N=20 and N=21), each exposed to a different stimuli set, suggested some, but not strong, effects and revealed the complexity of the use of this methodology with linguistic materials. Moreover, no effects were observed from advanced adult ESL learners (N=22), suggesting possible differences between first and second transitive semantic representations.

This study newly investigates whether the functional weight of a prosodic cue in the native language predicts listeners’ learning and use of that cue in second-language speech segmentation. It compares English and Dutch listeners’ use of fundamental-frequency (F0) rise as a cue to word-final boundaries in French. F0 rise signals word-initial boundaries in English and Dutch, but has a weaker functional weight in English than Dutch because it is more strongly correlated with vowel quality in English than Dutch. English- and Dutch-speaking learners of French matched in French proficiency and experience, and native French listeners completed a visual-world eye-tracking experiment in French where they monitored words ending with/out an F0 rise (replication of Tremblay, Broersma, Coughlin & Choi, 2016). Dutch listeners made earlier/greater use of the F0 rise than English listeners, and in one condition they made greater use of F0 rise than French listeners, extending the cue-weighting theory to speech segmentation.