Code-switching has been found to incur a processing cost in auditory comprehension. However, listeners may have access to anticipatory phonetic cues to code-switches (Piccinini & Garellek, 2014; Fricke et al., 2016), thus mitigating switch cost. We investigated effects of withholding anticipatory phonetic cues on code-switched word recognition by splicing English-to-Mandarin code-switches into unilingual English sentences. In a concept monitoring experiment, Mandarin–English bilinguals took longer to recognize code-switches, suggesting a switch cost. In an eye tracking experiment, the average proportion of all participants' looks to pictures corresponding to sentence-medial code-switches decreased when cues were withheld. Acoustic analysis of stimuli revealed tone-specific pitch contours before English-to-Mandarin code-switches, consistent with previous work on tonal coarticulation. We conclude that withholding anticipatory phonetic cues can negatively affect code-switched recognition: therefore, bilingual listeners use phonetic cues in processing code-switches under normal conditions. We discuss the implications of tonal coarticulation for mechanisms underlying phonetic cues to code-switching.

The perception and production of emotional and linguistic (focus) prosody were compared in children with cochlear implants (CI) and normally hearing (NH) peers. Thirteen CI and thirteen hearing-age-matched school-aged NH children were tested, as baseline, on non-verbal emotion understanding, non-word repetition, and stimulus identification and naming. Main tests were verbal emotion discrimination, verbal focus position discrimination, acted emotion production, and focus production. Productions were evaluated by NH adult Dutch listeners. All scores between groups were comparable, except a lower score for the CI group for non-word repetition. Emotional prosody perception and production scores correlated weakly for CI children but were uncorrelated for NH children. In general, hearing age weakly predicted emotion production but not perception. Non-verbal emotional (but not linguistic) understanding predicted CI children's (but not controls’) emotion perception and production. In conclusion, increasing time in sound might facilitate vocal emotional expression, possibly requiring independently maturing emotion perception skills.