Acoustic cues to deception on a picture-naming task were analyzed in three groups of English speakers: monolinguals, bilinguals with English as their first language, and bilinguals with English as a second language. Results revealed that all participants had longer reaction times when generating falsehoods than when producing truths, and that the effect was more robust for English as a second language bilinguals than for the other two groups. Articulation rate was higher for all groups when producing lies. Mean fundamental frequency and intensity cues were not reliable cues to deception, but there was lower variance in both of these parameters when generating false versus true labels for all participants. Results suggest that naming latency was the only cue to deception that differed by language background. These findings broadly support the cognitive-load theory of deception, suggesting that a combination of producing deceptive speech and using a second language puts an extra load on the speaker.

Semantically ambiguous and emotional words occur frequently in language, and the different meanings of ambiguous words can sometimes have different emotional loads. For example, the Spanish word heroína (heroin/heroine) can refer to a drug or to a woman who performs a heroic act. Because both ambiguity and emotionality affect word processing, there is a need for normative databases that include data on the emotionality of the different meanings of such words. Thus far, no bases of this type are available in Spanish. With this in mind, the current study will present meaning-dependent affective (valence) ratings for 252 Spanish ambiguous words. The analyses performed show that (a) among ambiguous words, those words with meanings that have distinct affective valence are quite frequent, (b) ambiguous words rated as neutral in isolation can have meanings of opposite valence (i.e., negative-positive or positive-negative), and (c) the valence estimated for ambiguous words in isolation is better explained by the weighted average of the valence of their meanings by dominance. A database of this kind can be useful both for basic research (e.g., relationship between emotion and language and ambiguity processing) and for applied research (e.g., cognitive and emotional biases in emotional disorders and second language learning).

Vocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.

Although learning second language phonology is a difficult task, orthographic input may support the learning of difficult sound contrasts through a process known as orthographic facilitation. We extended this research by examining the effects of orthographic input together with individual differences in three different phonological learning processes, namely, the production of, perception of, and memorization of words containing three Marathi phonemic contrasts (i.e., [k-kh], [], and []) by native English speakers. Moreover, because the [] and [] contrasts were particularly challenging in previous auditory training studies (e.g., Polka, 1991), we used cross-modal training in order to enhance learning by pairing auditory perception tasks with visual orthographic information, the amplification of relevant acoustic cues, and proprioceptive descriptions to the articulation of target phonemes. Results showed significant learning from the pre- to the posttest across tasks and contrasts, supporting the effectiveness of cross-modal training. Furthermore, incongruent orthographic input could inhibit perception, and orthographic input generally supported memory for word pronunciations. Moreover, individual differences regarding phonological skills and nonspeech auditory discrimination predicted participants’ success in different phonological learning processes. These results provide a detailed picture of the complexity between different aspects of second language phonological learning and cross-modal training.

This study investigated the development of character transposition effects during Chinese compound word recognition via computer mouse movements instead of the conventional key presses. Empirical evidence to reveal the impacts of vocabulary knowledge, grade level, and whole word frequency on Chinese transposed-character effect is lacking. In the present study, we measured the transposed-character effect in two groups of Taiwanese children (second and fourth graders) in a mouse-tracking lexical-decision task including nonwords derived from real words by transposing two characters (e.g., “習學” from “學習” [learning]) and control nonwords in which two characters are replaced (e.g., “以修”). Our results indicate that participants showed longer mouse movement times and larger spatial attraction in recognizing transposed-character nonwords than in replaced-character nonwords, suggesting that the dominant role of whole-word representation in processing Chinese compound words. Our results also further demonstrate that how the degree of character transposition was affected by vocabulary knowledge, grade level, and word frequency.

This article reports findings on the effects of processing resources and learning context on the perceptual learning of lexical pitch accent in beginning nonnative Japanese learners. Native English speakers in at-home and study-abroad contexts were tested twice during a semester of Japanese study on their ability to judge the correctness of and categorize nouns by their pitch pattern. Regression analyses indicated that the ability to store nonnative-like sound sequences in phonological short-term memory (PSTM), as well as auditory processing ability, predicted a significant degree of perceptual gains made over a 12-week interval. However, these predictors were task specific in that PSTM capacity predicted correctness judgment gains, while auditory processing accounted for variation in categorization. Furthermore, despite learners in the at-home context performing slightly better overall, processing resources adhered to the same predictive pattern when context was taken into account. The results suggest that (a) neither increased input during study-abroad nor targeted instruction is sufficient for most learners to acquire lexical accent; (b) processing resources support the acquisition of lexical prosody, but these may depend on how learning is assessed; and (c) PSTM operates across learning contexts, suggesting it to be a domain-general capacity in early-stage nonnative language acquisition.

It has been suggested that human communities that share their basic cultural foundations evince no remarkable differences concerning the characterization of core concepts. However, the small but existing differences among them reflect their sociocultural diversity. This study compares 219 concrete concepts common to both Spanish and English semantic feature norms in order to assess whether core features of concepts follow a universal or cultural language-specific pattern. Concepts were compared through a geometric technique of vector comparison in the Euclidean n-dimensional space alongside the calculation of the network’s degree of centrality. The role of cognate status was also explored by repeating the former analysis separating cognate from noncognate words. Taken together, our data show that languages are structurally similar independent of the cognate status of words, further suggesting that there are some sort of core features common to both languages.

Correct stress assignment is a requirement for fluent reading in alphabetic languages. This study focuses on two nonlexical mechanisms at the core of stress assignment. In particular, the use of a default stress pattern (e.g., penultimate stress) and the Spanish stress mark. In Experiment 1, participants read aloud words and pseudowords with different stress types (on the antepenultimate or the penultimate syllable), and with or without a stress mark. Results showed longer reaction times (RTs) for words and pseudowords with antepenultimate stress. However, as words with antepenultimate stress always have a stress mark, it could be argued that stress type differences could be due to the presence of the stress mark. In Experiment 2, using a priming procedure participants read aloud words and pseudowords in pure versus mixed stress blocks. Again, words and pseudowords with antepenultimate stress were read slower (longer RTs), suggesting that previous differences were due to stress mark rather than stress type. These results indicate that processing stress marks is cognitively demanding when reading in Spanish.

While a growing body of research investigates the influence of orthographic input on the acquisition of second language (L2) segmental contrasts, few studies have examined its influence on the acquisition of L2 phonological processes. Hayes-Harb, Brown, and Smith (2018) showed that exposure to words’ written forms caused native English speakers to misremember the voicing of final obstruents in German-like words exemplifying voicing neutralization. However, they did not examine participants’ acquisition of the final devoicing process. To address this gap, we conducted two experiments wherein native English speakers (assigned to Orthography or No Orthography groups) learned German-like words in suffixed and unsuffixed forms, and later completed a picture naming test. Experiment 1 investigated learners’ knowledge of the surface voicing of obstruents in both final and nonfinal position, and revealed that while all participants produced underlyingly voiced obstruents as voiceless more often in final than nonfinal position, the difference was only significant for No Orthography participants. Experiment 2 investigated participants’ ability to apply the devoicing process to new words, and provided no evidence of generalization. Together these findings shed light on the acquisition of final devoicing by naïve adult learners, as well as the influence of orthographic input in the acquisition of a phonological alternation.

The present study is, to our knowledge, the first self-paced reading experiment to investigate the effects of syntactic violation and semantic ambiguity on processing English modal auxiliaries. Forty undergraduate students, native speakers of English, took part in the study and read 36 target sentences, each containing a modal verb in context. Two of the most frequent English modals, can and may, were used in three distinct categories of modal expression: agent-oriented/ability, epistemic possibility, and speaker-oriented/permission. The two modal auxiliaries were manipulated such that they were either congruent or incongruent with the context, or in the case of permission felicitous or infelicitous relative to the context. We found that incongruent modal use in an agent-oriented context resulted in a reading penalty that was observed in a spillover on the segments following the modal and the lexical verb. Incongruent modal use to express epistemic possibility significantly affected reading times immediately after the modal auxiliary, and also spilt over to the following segments. Reading times in sentences expressing speaker-oriented modality were not affected by inconsistency in the use of the modal verb unmarked for formality in a formal context. The substantive and methodological implications of findings are discussed.

Previous research has established that early second language (L2) learners in classroom immersion may not ultimately produce all L2 morphosyntactic features as first language (L1) speakers of the language do, whereas L2 comprehension outcomes are reported to be less divergent from those of L1 speakers. However, immersion learners’ L2 comprehension is typically assessed using tasks of holistic understanding, and therefore, little is known about fine-grained comprehension of specific morphosyntactic constructions. To address this, the present study examined online comprehension of English plural–singular marking by Mandarin-speaking, English-immersion learners in Taiwan. This semantically transparent feature differs from the L1 grammar and is a notable area of difficulty for Mandarin-speaking L2-English learners. The present study assesses middle school-aged immersion learners’ comprehension using a visual-world eye-tracking task combined with a picture decision task, comparing results to age-matched English-monolingual controls. After more than 8 years of L2 exposure, the immersion participants showed similarities and differences to monolinguals in plural–singular marking comprehension as measured by eye-tracking, and were less accurate in their interpretations on the picture decision task. This study shows that comprehension differences for a semantically transparent morphosyntactic construction can be apparent even after many years for learners who started immersion at an early age.

We examine the interpretation of ambiguous pronouns in Spanish–English bilingual adults, in contexts in which social–communicative cues (looking-only or looking-and-pointing) are used. In Experiment 1, we demonstrate that pronoun interpretation is guided by the first-mention bias, which is modulated by the presence of the social–communicative cues both in monolinguals and in bilinguals. In Experiment 2, we show that if the speaker using the social–communicative cues is a non-native speaker of English, bilinguals rely more strongly on the social–communicative cues than monolinguals. Experiment 3 shows that stronger reliance on social–communicative cues in bilinguals’ interpretations is not the result of more accurate speech comprehension. Our results demonstrate that the ability to utilize the looking-only and looking-and-pointing cues is not driven by a superior ability to accurately read social cues in bilingual adults. In addition, monolinguals show lower sensitivity to the speaker’s intent when the speaker is a non-native speaker of English.

Research on the bilingual development of refugee children is limited, despite this group having distinct characteristics and migration experiences that could impact language development. This study examined the role of language environment factors, alongside age and cognitive factors, in shaping the Arabic as a first/heritage language and English as a second language of recently arrived Syrian refugee children in Canada (N = 133; mean age = 9 years old; mean family residency = 23 months). We found that Arabic was the primary home language with some English use among siblings. Children did not engage frequently in language-rich activities in either language, especially not literacy activities in Arabic. Parent education levels were low: most had primary school only. Hierarchical regression models revealed that stronger nonverbal reasoning skills, more exposure to English at school, more sibling interaction in English, more frequent engagement in language-rich activities in English, and higher maternal and paternal education were associated with larger English vocabularies and greater accuracy with verb morphology. Arabic vocabulary and morphological abilities were predicted by older age (i.e., more first/heritage language exposure), stronger nonverbal reasoning skills and maternal education. We conclude that proximal environment factors, like language use at home and richness, accounted for more variance in the second language than the first/heritage language, but parent factors accounted for variance in both languages.

Music and language engage similar processing mechanisms, including auditory processing and higher cognitive functions, recruiting partially overlapping brain structures. It has been argued that both are related in child development and that linguistic functions can be positively influenced by music training above 4-years-old. In this randomized control study, with a test–training–retest methodology, 44 children (3–4 years old) were assessed with a phonological awareness test, prior and after an intervention period of a school year with weekly music classes (experimental group, n = 23) or visual arts classes (control group, n = 21) in kindergarten. In the preassessment there were no significant differences between groups. When comparing pre- and postassessment, results showed significant differences in both groups, but music classes’ students outperformed the control group, showing larger differences between the beginning and the end of the intervention. Improvement in both groups is expected due to general developmental reasons. However, the fact that children receiving music classes show greater improvement indicates that music lessons have influenced phonological awareness. Our results support the hypothesis that music training may promote language abilities, specifically phonological awareness, prior to the ages previously studied.

The ability to take contextual information into account is essential for successful speech processing. This study examines individuals with high-functioning autism and those without in terms of how they adjust their perceptual expectation while discriminating speech sounds in different phonological contexts. Listeners were asked to discriminate pairs of sibilant-vowel monosyllables. Typically, discriminability of sibilants increases when the sibilants are embedded in perceptually enhancing contexts (if the appropriate context-specific perceptual adjustment were performed) and decreases in perceptually diminishing contexts. This study found a reduction in the differences in perceptual response across enhancing and diminishing contexts among high-functioning autistic individuals relative to the neurotypical controls. The reduction in perceptual expectation adjustment is consistent with an increase in autonomy in low-level perceptual processing in autism and a reduction in the influence of top-down information from surrounding information.

Speech production requires the combined efforts of feedforward and feedback control, but it remains unclear whether the relative weighting of feedforward and feedback control is organized differently between the first language (L1) and the second language (L2). In the present study, a group of Chinese–English bilinguals named pictures in their L1 and L2, while being exposed to multitalker noise. Experiment 1 compared feedforward control between L1 and L2 speech production by examining intensity increases in response to a masking noise (90 dB SPL). Experiment 2 compared feedback control between L1 and L2 speech production by examining intensity increases in response to a weak (30 dB SPL) or strong noise (60 dB SPL). We also examined a potential relationship between L2 fluency and the relative weighting of feedforward and feedback systems. The results indicated that L2 speech production relies less on feedforward control relative to L1, exhibiting attenuated Lombard effects to the masking noise. In contrast, L2 speech production relies more on feedback control than L1, producing larger Lombard effects to the weak and strong noise. The relative weighting of feedforward and feedback control is dynamically changed as second language learning progresses.

The effect of a computerized morpheme-based training procedure on the reading and writing skills of reading-disabled participants (N = 30, mean age = 11.23 years, SD = 0.935) was examined. Considering that fast morphological analysis has been found to have a central role in written word processing of skilled readers, the following training was designed to enhance this process: it consisted of a visual lexical-decision task in which morphologically complex words were visually presented while the duration of the word-stems’ presentation was gradually restricted. A control intervention consisted of the same task, except that the duration of a nonmorphological unit’s presentation was manipulated. The children were divided into two groups: one underwent the morpheme-based intervention, and the other underwent the control intervention. The morpheme-based training procedure had a positive effect beyond that of the control procedure on the spelling of untrained word stems embedded in trained prefixes and suffixes. These results suggest a general improvement in retrieval of orthographic–morphological representations in spelling. Improvements in other measures could, however, not be ascribed to the morphological manipulation alone. These results emphasize the link between morphological processing and spelling. However, the morpheme-based training procedure appears to be less relevant to the improvement of reading.

This study investigated whether individual differences in receptive vocabulary, speech perception and production, and nonword repetition at age 2 years, 4 months to 3 years, 4 months predicted phonological awareness 2 years later. One hundred twenty-one children were tested twice. During the first testing period (Time 1), children’s receptive vocabulary, speech perception and production, and nonword repetition were measured. Nonword repetition accuracy in the present study was distinct from other widely used measures of nonword repetition in that it focused on narrow transcription of diphone sequences in each nonword that differed systematically in phonotactic probability. At the second testing period (Time 2), children’s phonological awareness was measured. The best predictors of phonological awareness were a measure of speech production and a measure of phonological processing derived from performance on the nonword repetition task. The results of this study suggest that nonword repetition accuracy provides an implicit measure of phonological skills that are indicative of later phonological awareness at an age when children are too young to perform explicit phonological awareness tasks reliably.