This paper investigates the limited attainment of adult compared to child language acquisition in terms of learned attention to morphological cues. It replicates Ellis and Sagarra in demonstrating short-term learned attention in the acquisition of temporal reference in Latin, and it extends the investigation using eye-tracking indicators to determine the extent to which these biases are overt or covert. English native speakers learned adverbial and morphological cues to temporal reference in a small set of Latin phrases under experimental conditions. Comprehension and production data demonstrated that early experience with adverbial cues enhanced subsequent use of this cue dimension and blocked the acquisition of verbal tense morphology. Effects of early experience of verbal morphology were less pronounced. Eye-tracking measures showed that early experience of particular cue dimensions affected what participants overtly focused upon during subsequent language processing and how this overt study resulted in turn in covert attentional biases in comprehension and in productive knowledge.

This article provides experimental evidence for the role of lexically specific representations in the processing of passive sentences and considerable education-related differences in comprehension of the passive construction. The experiment measured response time and decision accuracy of participants with high and low academic attainment using an online task that compared processing and comprehension of active and passive sentences containing verbs strongly associated with the passive and active constructions, as determined by collostructional analysis. As predicted by usage-based accounts, participants’ performance was influenced by frequency (both groups processed actives faster than passives; the low academic attainment participants also made significantly more errors on passive sentences) and lexical specificity (i.e., processing of passives was slower with verbs strongly associated with the active). Contra to proposals made by Dąbrowska and Street (2006), the results suggest that all participants have verb-specific as well as verb-general representations, but that the latter are not as entrenched in the participants with low academic attainment, resulting in less reliable performance. The results also show no evidence of a speed–accuracy trade-off, making alternative accounts of the results (e.g., those of two-stage processing models, such as Townsend & Bever, 2001) problematic.

We investigate the production of relative clauses in Italian children aged 3 years, 4 months to 8 years, 10 months and in adults, focusing on object relatives (ORs). For both adults and older children, we test the production of passive ORs (PORs) as an alternative to the production of active ORs. We also test the comprehension of active ORs and PORs in older children, showing that the comprehension of the latter is significantly more accurate than the former. The persistent difficulty that children experience with ORs is interpreted as due to intervention, following Friedmann, Belletti, and Rizzi (2009). We assume Collins’ (2005) approach to passive and account for the increasing use and more accurate comprehension of PORs as a consequence of lack of intervention, as in Belletti (2009a).

The inevitable decline of cognitive function with aging and the high incidence of clinical impairment make understanding the process of cognitive decline and the search for remediation an urgent priority. However, in spite of massive efforts in research and development, the effectiveness of pharmacological treatments for cognitive impairment remains extremely limited (Zhu et al., in press). Therefore, there is growing interest in the set of lifestyle factors that serve to maintain cognitive function even in the presence of neuropathology. These factors, called cognitive reserve (Stern, 2002), include education, occupational status, socioeconomic class, and involvement in physical, intellectual, and social activities (Bennett, Schneider, Tang, Arnold, & Wilson, 2006; Stern et al., 1994). Bilingualism appears to be another potent source of cognitive reserve (Bialystok, Craik, Green, & Gollan, 2009). For these reasons, a comprehensive review of the small but growing literature on bilingualism and cognition in aging is timely and scientifically important.

Cochlear implants allow many individuals with profound hearing loss to understand spoken language, even though the impoverished signals provided by these devices poorly preserve acoustic attributes long believed to support recovery of phonetic structure. Consequently, questions may be raised regarding whether traditional psycholinguistic theories rely too heavily on phonetic segments to explain linguistic processing while ignoring potential roles of other forms of acoustic structure. This study tested that possibility. Adults and children (8 years old) performed two tasks: one involving explicit segmentation, phonemic awareness, and one involving a linguistic task thought to operate more efficiently with well-defined phonetic segments, short-term memory. Stimuli were unprocessed (UP) signals, amplitude envelopes (AE) analogous to implant signals, and unprocessed signals in noise (NOI) that provided a degraded signal for comparison. Adults’ results for short-term recall were similar for UP and NOI, but worse for AE stimuli. The phonemic awareness task revealed the opposite pattern across AE and NOI. Children's results for short-term recall showed similar decrements in performance for AE and NOI compared to UP, even though only NOI stimuli showed diminished results for segmentation. Conclusions were that perhaps traditional accounts are too focused on phonetic segments, something implant designers and clinicians need to consider.

The present study investigates the role of the syntactic properties of the first and the target language on second language (L2) learners’ production of English main and embedded clause questions. The role of the first language (L1) was investigated by comparing the production of L2 learners whose L1s (Chinese and Spanish) differ from English and each other in terms of word order in main and embedded clause questions. The role of the target language was investigated by comparing L2 learners’ production of yes/no and adjunct and argument wh-questions. The results indicate that the L1 is not a predictor of L2 learners’ production patterns for either main or embedded clause questions. The linguistic properties of the target language, on the contrary, predict learners’ accuracy and inversion profiles. In line with data from the English L1 acquisition literature, L2 learners produced higher inversion rates in main clause yes/no than in wh-questions, and particularly low inversion rates with why-questions. In line with data from nonstandard varieties of English and preliminary evidence from L1 acquisition, L2 learners produced higher nonstandard inversion rates in embedded clause wh-questions than in yes/no questions. Taken together, these results highlight that L2 production is affected and constrained by the same factors at play in L1 acquisition and dialectal variation.

Studying bilingualism is complicated. Baum and Titone's Keynote Article concludes with a discussion of three particularly thorny issues in bilingualism research: (a) bilinguals are not a homogeneous group, (b) bilingualism is not randomly assigned, and (c) the effects of bilingualism are often more complicated than simple advantages or disadvantages/delays. On this latter point, Baum and Titone consider how binary thinking about bilingualism as good or bad can limit the kinds of research questions that we ask. Here, I expand on this issue by showing how some apparent bilingual advantages and disadvantages can be illusory. I describe two examples of reasonable, justifiable, and prudent experimental designs that initially led to misleading conclusions about the effects of bilingualism on development. While both of these examples are drawn from research with bilingual infants, they nonetheless have implications for how we interpret the results of studies of bilingualism across the life span.

Dual language children enter school with varying levels of proficiencies in their first and second language. This study of Latino children of immigrants (N = 163) analyzes their dual language profiles at kindergarten and second grade, derived from the direct assessment of Spanish and English proficiencies (Woodcock Language Proficiency Batteries—Revised). Children were grouped based on the similarity of language profiles (competent profiles, such as dual proficient, Spanish proficient, and English proficient; and low-performing profiles, including borderline proficient and limited proficient). At kindergarten, the majority of children (63%) demonstrated a low-performing profile; by second grade, however, the majority of children (64%) had competent profiles. Change and stability of language profiles over time of individual children were then analyzed. Of concern, are children who continued to demonstrate a low-performing, high-risk profile. Factors in the linguistic environments at school and home, as well as other family and child factors associated with dual language profiles and change/stability over time were examined, with a particular focus on the persistently low-performing profile groups.

This study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreover, Cantonese-speaking children had higher English expressive vocabulary scores than Spanish-speaking children and this difference remained for the 3 years. In contrast, although there were no significant differences in first language vocabulary at the start of kindergarten, Spanish-speaking children had steeper growth rates in first-language vocabulary than Cantonese-speaking children, after controlling for language of instruction and first-language concepts about print.

The focus of this study is the acquisition of grammatical gender in Greek and Dutch by bilingual children whose other language is English. Although grammatical gender languages share the property of noun classification in terms of grammatical gender, there are important differences between the languages under investigation here in terms of both the morphological cues for gender marking available to the child and the developmental path followed by monolingual children. Dutch offers limited input cues for grammatical gender, but Greek shows consistent and regular patterns of morphological gender marking on all members of the nominal paradigm. This difference is associated with the precocious pattern of gender acquisition in Greek and the attested delay in monolingual Dutch development. We explore the development of gender in Dutch and Greek with the aim of disentangling input from age of onset effects in bilingual children who vary in the age of first exposure to Dutch or Greek. Our findings suggest that although bilingual Greek children encounter fewer difficulties in gender acquisition compared to bilingual Dutch children, amount of input constitutes a predictive factor for the pattern attested in both cases. Age of onset effects could be partly responsible for differences between simultaneous and successive bilinguals in Greek, but this is clearly not the case for Dutch. Our findings are also addressed from the more general perspective of the status of “early” and “late” phenomena in monolingual acquisition and the advantages of investigating these from the bilingual perspective.

Children's spoken nonmainstream American English (NMAE) dialect use and their knowledge about phonological representations of word pronunciations were assessed in a sample of 105 children in kindergarten through second grade. Children were given expressive and receptive tasks with dialect-sensitive stimuli. Students who produced many NMAE features in speech nonetheless demonstrated considerable knowledge of “standard” English forms on the tasks, and their phonological representations were not deficient. In regression analyses, an inverse relationship between NMAE use and reading skill was observed, but mediated by phonological awareness. The findings are inconsistent with the view that print–speech mismatches interfere with young NMAE speakers’ reading acquisition, and instead suggest that dialect variation among beginning readers reflects metalinguistic differences that influence reading acquisition.

The extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Further analyses revealed that phonological awareness, phonological access, and letter-sound knowledge in L1 were significant predictors of risk for reading difficulties in L2 while performance on L1 sentence repetition, phonological awareness, and tense marking tests in kindergarten were the best predictors of risk for L1 and L2 oral language difficulties. Both fall- and spring-kindergarten predictors predicted Grade 1 outcomes to a significant extent, with the spring-kindergarten predictors being more accurate. These results provide support for distinctive risk profiles for L2 oral language and reading difficulty and, furthermore, argue that assessment of L1 abilities can be used to make reasonably accurate predictions of later reading and/or oral language learning difficulties in L2 students.

Deixis is a linguistic bridge between spoken language and communicative context, and its use is intrinsically dependent on the context as well as the language system itself. This cross-linguistic study examined the impact of two distinct language systems, English and Turkish, on the uses of nouns, spatial deixis, and person deixis in 26 Turkish versus 26 Anglo Australian healthy older adults. The study revealed a predilection for spatial deictic use in Turkish versus person deictic use in English speakers at task-specific levels, and the pattern of relationships between language use forms were partially distinct between the two languages. The study provided empirical evidence to deictic theories regarding the role of language structure in discourse production, with implications on brain–language relationships.

The goal of the study was to assess differences between native Greek and bilingual, immigrant children of Albanian descent learning Greek as a second language on a receptive vocabulary measure. Vocabulary measures were obtained at five time points, 6 months apart, from 580 children attending Grades 2–4. Individual variability on both initial performance (intercept) and growth rate (slope) was assessed using hierarchical linear modeling, which included linguistic/ethnic group, parental education (as a socioeconomic status [SES] indicator), gender, and a measure of nonverbal cognitive ability as time-invariant predictors of vocabulary growth. Results indicated that linguistic/ethnic group, parental education, and baseline nonverbal cognitive ability were significant predictors of initial vocabulary scores, whereas only linguistic/ethnic group and nonverbal ability accounted for significant variability in vocabulary growth rates. Additional analyses confirmed that linguistic/ethnic group remained a significant predictor of receptive vocabulary knowledge at both the intercept and the slope levels even after controlling for the initial differences between groups on parental education and block design subtest scores.

Baum and Titone's Keynote Article is a welcome addition to the ongoing and flourishing study of the neurocognitive effects of bilingualism. By focusing their review on executive control in bilinguals from the perspectives of both aging and neuroplasticity in general they have broadened our thinking in useful ways. Because my own research has focused on the early stages of aging and bilingualism in preschool and school-age children, I have chosen to comment on their review with reference to these kinds of learners. I will also focus on the language acquisition part of this discussion because at the heart of the issue is how and to what extent acquisition of more than one language affects cognitive development. My comments reinforce what I believe are important observations in their review and simultaneously seek to extend their call to expand our frames of reference in research on bilinguals even further.

This paper explores how theories on the relationship between language and domain-general cognitive capabilities might account for individual variation in second language learning. We investigated the acquisition of a morphophonological grammar paired with standardized tests of memory function. The language learned had simple and complex morphophonological patterns of word formation, which are hypothesized to correlate with standardized measures of procedural and declarative memory, respectively. The results show a significant amount of variation in learning success is accounted for by these measures of memory in accordance with the hypothesis. These findings help explain why some adults are able to learn a second language more easily than others while also advancing a model of second language learning motivated by linguistic theory.

An important proposal in the insightful Keynote Article by Baum and Titone is that the field of bilingualism research needs to attend more closely to intersubject variability in order to understand the nature of neuroplastic changes in the brains of bilingual speakers as they age. I agree. Understanding such variability and its drivers (such as the contexts of language use that Baum and Titone nicely comment on in the Montreal milieu) will help us develop theoretical accounts of the cognitive control processes recruited in bilingual speakers and establish how adaptive changes to these processes mediate the effects of normal aging; yield protective effects against neurodegenerative disease, such as Alzheimer disease; and modulate language recovery poststroke in bilingual speakers. In this commentary I explore some aspects of this variability and commend, in line with the views expressed in the Keynote Article, the value of relating behavioral indices to whole brain structural magnetic resonance imaging for enriching our understanding of experience-dependent changes. Allied to tractography studies, such research can help us develop a rich picture of the major drivers of neuroplastic changes.

A group of Finnish-speaking children with specific language impairment (N = 15, M age = 5 years, 2 months [5;2]), a group of same-age typically developing peers (N = 15, M age = 5;2), and a group of younger typically developing children (N = 15, M age = 3;8) were compared in their use of accusative, partitive, and genitive case noun suffixes. The children with specific language impairment were less accurate than both groups of typically developing children in case marking, suggesting that their difficulties with agreement extend to grammatical case. However, these children were also less accurate in making the phonological changes in the stem needed for suffixation. This second type of error suggests that problems in morphophonology may constitute a separate problem in Finnish specific language impairment.

Foreign language (FL) films with subtitles are becoming increasingly popular, and many European countries use subtitling as a cheaper alternative to dubbing. However, the extent to which people process subtitles under different subtitling conditions remains unclear. In this study, participants watched part of a film under standard (FL soundtrack and native language subtitles), reversed (native language soundtrack and FL subtitles), or intralingual (FL soundtrack and FL subtitles) subtitling conditions while their eye movements were recorded. The results revealed that participants read the subtitles irrespective of the subtitling condition. However, participants exhibited more regular reading of the subtitles when the film soundtrack was in an unknown FL. To investigate the incidental acquisition of FL vocabulary, participants also completed an unexpected auditory vocabulary test. Because the results showed no vocabulary acquisition, the need for more sensitive measures of vocabulary acquisition are discussed. Finally, the reading of the subtitles is discussed in relation to the saliency of subtitles and automatic reading behavior.

Here we report a longitudinal follow-up of 103 children with low or typical IQ and good or poor word reading, first studied by Kuppen, Huss, Fosker, Mead, and Goswami (2011). Our current goal was to explore whether different basic auditory processing measures taken 14 months previously would predict development in word reading and phonology in this sample. We also assessed the stability over time for the associations among basic auditory processing, phonology, and reading reported by Kuppen et al. (2011) for low IQ readers. The auditory processing measures showed significant longitudinal relations with both reading and phonology, and associations between the measures were largely stable over time. The data suggest that basic auditory processing skills and phonological skills, rather than IQ, determine a child's progress in word reading, throwing light on the fundamental biological mechanisms that determine reading development. Children with low IQ and poor reading should thus be treated in the same way as children with an IQ-discrepancy defined reading disability, both in research studies and in terms of gaining access to targeted remediation.