A 50ms prime duration is often adopted in both L1-L2 and L2-L1 directions in the cross-language priming paradigm. It is unknown how aware bilinguals are of the briefly presented primes of different scripts; and whether the degree of awareness of L1 and L2 primes is at a similar level. Kouider and Dupoux's (2004) proposal of partial awareness suggests that 50ms English primes were sufficient to make a semantic interpretation. It is unclear whether this is the case when processing one's L2 or a different script. Experiment 1 was designed to measure the comparable prime durations for semantic interpretation of Chinese primes vs. English primes. Experiment 2 tested whether partial awareness of primes would cause priming asymmetry. Our findings demonstrate that a 50ms prime duration gave rise to different degrees of semantic activation in different scripts and L1/L2. However, increasing prime duration on L2 primes did not produce L2-L1 priming.

This study examines three formal linguistic acquisition models of third language (L3) acquisition in the context of Brazilian Portuguese (BP), specifically examining Differential Object Marking (DOM). The main goal is to determine which of the models is best able to predict and explain syntactic transfer in three experimental groups: mirror-image groups of first/second language (L1/L2) English/Spanish bilinguals (i) L1 English/L2 Spanish and (ii) L1 Spanish/L2 English, and (iii) heritage Spanish/English bilinguals. The data provide evidence to support the Typological Primacy Model (Rothman, 2010, 2011, 2013), which predicts Spanish transfer irrespective of its status as an L1, L2 or bilingual first language (2L1). Additionally, the heritage speaker and L1 English group results, taken together, provide evidence for Iverson's (2009) claim that comparing such populations adds independent supportive evidence that the acquisition of linguistic features or properties in an L2 acquired past puberty is not subject to a maturational critical period.

In the last two decades there has been an explosion of research on bilingualism and its consequences for the mind and the brain (e.g., Kroll & Bialystok, 2013). One reason is that the use of two or more languages reveals interactions across cognitive and neural systems that are often obscured in monolingual speakers of a single language (e.g., Kroll, Dussias, Bogulski & Valdes Kroff, 2012). From this perspective, the interest in bilingualism is about developing a platform to ask questions about the ways that cognitive and neural networks are engaged during language use, in different learning environments, and across the lifespan. Another reason is that an emerging body of research on the consequences of bilingualism suggests that language experience changes cognition and the brain (e.g., Abutalebi, Della Rosa, Green, Hernandez, Scifo, Keim, Cappa & Costa, 2012; Bialystok, Craik, Green, & Gollan, 2009). Some of these changes have been claimed to produce cognitive advantages (see Bialystok et al., for a review of bilingual advantages and disadvantages).

The current study investigated the role of cross-linguistic influence in Cantonese–English bilingual children's comprehension of subject- and object-extracted relative clauses (RCs). Twenty simultaneous Cantonese–English bilingual children (Mage = 8;11, SD = 2;6) and 20 vocabulary-matched Cantonese monolingual children (Mage = 6;4, SD = 1;3) completed a test of Cantonese RC comprehension. The bilingual children also completed a test of English RC comprehension. The results showed that, whereas the monolingual children were equally competent on subject and object RCs, the bilingual children performed significantly better on subject RCs. Error analyses suggested that the bilingual children were most often correctly assigning thematic roles in object RCs, but were incorrectly choosing the RC subject as the head referent. This pervasive error was interpreted to be due to the fact that both Cantonese and English have canonical SVO word order, which creates competition with structures that compete with an object RC analysis.

This study investigated two prominent issues in the comprehension of language switches. First, how does language switching direction affect switch costs in sentence context? Second, are switch costs modulated by L2 proficiency and cross-linguistic activation? We conducted a self-paced reading task involving sentences that switched between participants’ L1 Dutch and L2 English. The cognate status of the main verb was manipulated to examine the influence of co-activation on intra-sentential switch costs. The reading times indicated the influence of switch direction: a cost was observed for switches into L2 but not for switches into L1, and the magnitude of the costs was correlated with L2 proficiency, indicating that switch costs in language comprehension depend on language dominance. Verb cognates did not yield a cognate facilitation effect nor did they influence the magnitude of switch costs in either direction. The results are interpreted in terms of an activation account explaining lexical comprehension based on L2 proficiency.

Bilingual advantages in memory flexibility, indexed using a memory generalization task, have been reported (Brito & Barr, 2012; 2014), and the present study examines what factors may influence memory performance. The first experiment examines the role of language similarity; bilingual 18-month-old infants exposed to two similar languages (Spanish–Catalan) or two more different (English–Spanish) languages were tested on a memory generalization task and compared to monolingual 18-month-olds. The second experiment compares performance by trilingual 18-month-olds to monolingual and bilingual infants’ performance from the first experiment. The bilingual advantage in memory flexibility was robust; both bilingual groups outperformed the monolingual groups, with no significant differences between bilingual groups. Interestingly, an advantage was not found for infants exposed to three languages. These findings demonstrate early emerging differences in memory flexibility, and have important implications for our understanding of how early environmental variations shape the trajectory of memory development.

This article considers the acquisition of three English syntax–discourse interface constructions: Topicalization, Focus Fronting and Left Dislocation. We use data from Basque–Spanish bilinguals learning English as a third language (L3) as a test case for the Interface Hypothesis (IH, Sorace, 2011). The IH has made specific predictions about second language (L2) acquisition and such predictions can be extrapolated to L3 on the basis of interface delay explanations. Thirty contexts and embedded test sentences with and without pronouns were used; participants had to rate the acceptability of each audio stimulus sentence in the context on a seven-point scale. We tested Basque–Spanish bilinguals dominant in Basque (n = 23), Basque–Spanish bilinguals dominant in Spanish (n = 24), Spanish L2 English learners (n = 39) as well as native English speakers (n = 24). Findings provide evidence against current L3 acquisition models and potential arguments for both cumulative enhancement as well as cumulative inhibition as possible processes in L3 acquisition.

In the keynote article, “Bilingualism and Cognition”, Valian (2014) has reviewed current research on comparing executive function (EF) in monolingual and bilingual individuals across the lifespan. The conclusion is that there are inconsistent EF advantages from bilingualism and all other cognitive challenging activities primarily because individual differences in these cognitive challenging experiences may collectively attribute to superior EF resulting in inconsistent EF benefit attributable to a single experience. In essence, variability in study participants’ experience and tasks contributes to the inconsistency in the behavioral outcomes observed in monolinguals and bilinguals. Notably, Valian suggests that monolinguals may also engage in other cognitively challenging activities, which have not been accounted for in individual studies, thereby resulting in improved EF similar in magnitude to that related to bilingual experience. Although it was not specified which cognitively challenging activity is more likely to be engaged by monolinguals more than by bilinguals, the question at heart is: is there an EF advantage that can be specifically attributed to bilingual experience? The review addressed in the keynote demonstrates seemingly inconsistent patterns of results. In this commentary, I would like to suggest that, in addition to task measurements, individual bilingual experience is dynamic and multifaceted. Moreover, bilingual experience varies in different communities. Consequently, one potential source of explanation for the inconsistent results in between-group EF performances is the characteristics of the bilinguals (and monolinguals) and their social environments included in these studies.

In this study we explore the role of explicit metalinguistic knowledge (MLK) of first language (L1) in the learning of a third language (L3). We compare the oral production of 40 participants with varying degrees of explicit MLK of the L1, who are exposed to a completely new L3. In accordance with the second language (L2) status factor, which is further motivated by the distinction between implicit competence and explicit knowledge (Bardel & Falk, 2012; Paradis, 2009), we hypothesize that the participants with low explicit MLK in their L1 will transfer from their L2, and that the participants with high explicit MLK in the L1 will transfer from their L1. The structure of interest is adjective placement, which is the same in the L1 and the L3 (but not in the participants’ L2s). The results show that the degree of explicit MLK in the L1 plays a decisive role at the initial state of L3 learning.

In her keynote paper, Valian (2014) provides a comprehensive review of the literature that examines whether bilingual individuals outperform monolingual participants on various executive processing tasks. The author acknowledges that numerous factors contribute to the outcomes, such as variations in participants’ profile, differences in target functions, as well as variants of tasks and procedures. She also says in her review that, on the one hand, researchers use different tasks to measure similar functions; while, on the other hand, each of these tasks target somewhat different aspects of executive processing. The most widely used tasks, such as the Stroop or flanker tasks, measure several components of executive functions simultaneously.

Numerous factors are thought to be advantageous for non-native language learning although they are typically investigated in isolation, and the interaction between them is not understood. Firstly, bilinguals are claimed to acquire a third language easier than monolinguals acquire a second. Secondly, closely related languages may be easier to learn. Thirdly, certain phonetic features could be universally more difficult to acquire. We tested these hypotheses used as explanations by having adults learn vocabularies that differentiated words using foreign phonetic contrasts. In Experiment 1, Mandarin–English bilinguals outlearned English monolinguals, and the Mandarin-like (retroflex) artificial language was better learned than the English-like (fricative voicing). In Experiment 2, bilinguals again outlearned English monolinguals for the Mandarin-like artificial language. However, only Korean–English bilinguals showed an advantage for the more difficult Korean-like (lenition) language. Bilinguals, relative to monolinguals, show a general advantage when learning ‘easy’ contrasts, but phonetic similarity to the native language is useful for learning universally ‘difficult’ contrasts.

This study investigates the areas of resilience and vulnerability in sentential negation in heritage Egyptian Arabic and explores their theoretical implications. Egyptian heritage speakers completed three narrative production tasks, five experimental production tasks, and a acceptability judgment task. The results indicate that they have a full grasp of the location of negation and its configurational properties, but diverge from native speakers in such aspects of sentential negation as merger with lexical heads and dependency or licensing relations. We propose that these asymmetric patterns are due to various factors, including the age at which a structure is typically acquired in the L1, as well as its morphological and syntactic characteristics. The results of this study have implications for the ongoing debate in heritage language research about the linguistic areas that display greater stability/vulnerability. For example, phrase structure seems less vulnerable than licensing dependencies and the mapping between syntax and the morphological interface.

We addressed the question of whether syllabic units of the presented language would activate words containing these syllables in the nonpresented language. In two lexical decision experiments using Spanish and German words presented to two groups of late Spanish–German and German–Spanish bilinguals and to two monolingual control groups, target words’ syllable-frequency in the nonpresented language was manipulated. Inhibitory effects of syllable-frequency in the nonpresented language were found only when Spanish–German bilinguals read German L2 words– suggesting that L2 sublexical syllabic units activated L1 syllabic neighbors’ representations that would interfere with L2 target processing. On the contrary, no inhibitory effects but rather a facilitation tendency due to syllable-frequency from the nonpresented German language was obtained for both groups of bilinguals reading Spanish words. This dissociation concerning the spread of activation from sublexical units to lexical representations from bilinguals’ two languages is discussed in terms of structural differences between the two languages.

Studies measuring inhibitory control in the visual modality have shown a bilingual advantage in both children and adults. However, there is a lack of developmental research on inhibitory control in the auditory modality. This study compared the comprehension of active and passive English sentences in 7–10 years old bilingual and monolingual children. The task was to identify the agent of a sentence in the presence of verbal interference. The target sentence was cued by the gender of the speaker. Children were instructed to focus on the sentence in the target voice and ignore the distractor sentence. Results indicate that bilinguals are more accurate than monolinguals in comprehending syntactically complex sentences in the presence of linguistic noise. This supports previous findings with adult participants (Filippi, Leech, Thomas, Green & Dick, 2012). We therefore conclude that the bilingual advantage in interference control begins early in life and is maintained throughout development.

The present study follows the role of the first (L1, English) and second (L2, Japanese or Spanish) languages in ab initio third language (L3, Latin) acquisition. Participants (N = 25) were L2 classroom learners without immersion experience. In order to complement previous generativist studies and to offer a fuller developmental account of how transfer operates at the morphosyntactic level, the Competition Model (CM) was adopted as theoretical framework. Positive changes in overall accuracy and sentence processing patterns in role assignment in L3 Latin show L3 development as largely modulated by the L1, suggesting that higher levels of L2 resonance are necessary for integrated patterns of L1 and L2 cues to emerge.

Valian (2014) argues that current approaches in the study of bilingualism's beneficial effects on executive functions and cognition are at best methodologically weak. There is no unanimity on what constitutes executive function and which tasks measure it. I agree with her view that executive function is not a single phenomenon but a collection of processes. Different tasks measure different aspects of them. Performance on different executive function tasks is related to the particular cognitive demands of the tasks as well as the participants’ profile. It does not follow necessarily that negotiating two languages should lead to an enhancement of ability on that task. Therefore, no single task can capture the cognitive benefits of bilingualism. Valian proposes that factors such as education, socio-economic status, and even extracurricular skills involving sports and exercise could boost executive functioning independent of bilingualism.

The present study asked whether or not the apparent insensitivity of second language (L2) learners to grammatical gender violations reflects an inability to use grammatical information during L2 lexical processing. Native German speakers and English speakers with intermediate to advanced L2 proficiency in German performed a translation-recognition task. On critical trials, an incorrect translation was presented that either matched or mismatched the grammatical gender of the correct translation. Results show interference for native German speakers in conditions in which the incorrect translation matched the gender of the correct translation. Native English speakers, regardless of German proficiency, were insensitive to the gender mismatch. In contrast, these same participants were correctly able to assign gender to critical items. These findings suggest a dissociation between explicit knowledge and the ability to use that information under speeded processing conditions and demonstrate the difficulty of L2 gender processing at the lexical level.

This paper reports the findings of a four-year longitudinal study that examined the role of prior linguistic knowledge on the written L3 production of 93 Spanish/Catalan learners. Two research questions guided the study: the first asked whether a background language (L1s Spanish/Catalan, L2 German) would activate in parallel with L3 English during word construction attempts involving verbal forms, and if so, which would be the source language of blending. The second addressed the progressive readjustments of L2 activation and blending in the course of the first 200 hours of instruction. The elicitation technique was a written narrative based on a story telling task. Data were collected first when the learners were on average 9.9 years old (T1), and again at the ages of 10.9 (T2), 11.9 (T3) and 12.9 (T4). The focus of analysis was on word construction attempts that involved verbal forms. The results suggest that a background language, the L2, did indeed activate, especially at early stages of L3 acquisition.

This study examines the production of consonant clusters in simultaneous Polish–English bilingual children and in language-matched English monolinguals (aged 7;01–8;11). Selection of the language pair was based on the fact that Polish allows a greater range of consonant clusters than English. A nonword repetition task was devised in order to examine clusters of different types (obstruent-liquid vs. s + obstruent) and in different word positions (initial vs. medial), two factors that play a significant role in repetition accuracy in monolingual acquisition (e.g., Kirk & Demuth, 2005). Our findings show that bilingual children outperformed monolingual controls in the word initial s + obstruent condition. These results indicate that exposure to complex word initial clusters (in Polish) can accelerate the development of less phonologically complex clusters (in English). This constitutes significant new evidence that the facilitatory effects of bilingual acquisition extend to structural phonological domains. The implications that these results have on competing views of phonological organisation and phonological complexity are also discussed.

In her acknowledgments Valian (2014) speculates that some of her colleagues may agree with at least some of her conclusions. I agree with most. These include that bilingualism is inconsistently correlated with superior executive function, that the overall benefits of bilingualism reported in some experiments may signify benefits unrelated to executive function (EF), that all speakers have non-linguistic ways of improving EF, and that tests for bilingual advantages should be aimed at specific mechanisms of bilingual experience and their corresponding components of EF. The remainder of my 1,000 words will be devoted to rather subtle points of disagreement.