The inhibitory effect of positional syllable frequency is a well-known phenomenon in visual word recognition: words with high-frequency syllables require extra time for deactivating the lexical syllabic neighbors. The inhibitory effect implies that a connection exists between graphemes, phonemes, the first syllable, and the phonological lexicon. However, experimental results of the first developmental stages of occurrence are scarce and inconclusive. A second- and fourth-grade sample of typical school readers participated in a lexical decision task containing high/low frequency words and high/low syllable frequency words. Our primary hypothesis was that the inhibitory effect would be found on both school grade groups. We did not predict significant differences in magnitude of effect between second- and fourth-grade participants. A general inhibitory effect was found, and separate analyses by school grade groups also indicated significant inhibitory effects. Furthermore, second- and fourth-grade children showed small sizes of the inhibitory effect, resembling the sizes found in adult normal readers. Our results suggest that Spanish readers reach a functional connection between syllables and words at an early stage. The straightforward theoretical implication is that the inhibitory effect relies heavily on the structural properties of the lexical access system that are acquired at an early age.

In the vast body of research on language learning, there is still surprisingly little work on the attrition or retention of second/foreign languages, particularly in multilinguals, once learning and/or use of these languages ceases. The present study focuses on foreign language attrition and examines lexical diversity and (dis)fluency in the oral productions of 114 multilingual young adults, first language German speakers who learned English as their first (FL1) and French or Italian as their second foreign language (FL2), shortly before and approximately 16 months after graduation from upper secondary school. The level of foreign language use after graduation was found to have a noticeable impact on the measured change in output quality in the FL2, but only little in the FL1, where participants’ initial proficiency was considerably higher. The amount of use in the FL1 had no visible connection with attrition/maintenance in a rarely used FL2. Those participants who felt their speaking skills in one of their foreign languages had improved were correct in their self-assessment, but the degree to which the remaining subjects felt their speaking skills had deteriorated was not reflected in their productions.

This study examines the use of discourse-level information to create expectations about reference in real-time processing, testing whether patterns previously observed among native speakers of English generalize to nonnative speakers. Findings from a visual-world eye-tracking experiment show that native (L1; N = 53) but not nonnative (L2; N = 52) listeners’ proactive coreference expectations are modulated by grammatical aspect in transfer-of-possession events. Results from an offline judgment task show these L2 participants did not differ from L1 speakers in their interpretation of aspect marking on transfer-of-possession predicates in English, indicating it is not lack of linguistic knowledge but utilization of this knowledge in real-time processing that distinguishes the groups. English proficiency, although varying substantially within the L2 group, did not modulate L2 listeners’ use of grammatical aspect for reference processing. These findings contribute to the broader endeavor of delineating the role of prediction in human language processing in general, and in the processing of discourse-level information among L2 users in particular.

Previous studies have shown that visual information is a crucial input in early language learning. In the present study we examine what type of visual input helps preschoolers in acquiring nonnative phonological contrasts. Catalan/Spanish-speaking children (4–5 years, N = 47) participated in a task to assess their phonological discrimination abilities before and after a training. Three training conditions were presented: one with clear oral/visual speech information, one with an ostensive object-sound mapping, and one with a rich social interaction. Children’s looking patterns were tracked to examine their focus of interest while being trained. Results revealed that preschoolers’ discrimination abilities increase in all trained conditions, but the condition where the speaker created an ostensive object–sound mapping led to higher long-term gains (especially for younger children). Eye-tracking results further showed that children looked to the object of reference while being exposed to the novel phonological input, which may explain the higher learning gains in this condition. Our results indicate that preschoolers’ learning of nonnative phonological contrasts is particularly boosted when the speech input is accompanied by an object of reference that is signaled ostensively and contingently in the visual space, compared to when the visual space only contains clear oral/visual speech information or social interactivity cues.

Comprehending idioms (e.g., bite the bullet) requires that people appreciate their figurative meanings while suppressing literal interpretations of the phrase. While much is known about idioms, an open question is how healthy aging and noncanonical form presentation affect idiom comprehension when the task is to read sentences silently for comprehension. Here, younger and older adults read sentences containing idioms or literal phrases, while we monitored their eye movements. Idioms were presented in a canonical or a noncanonical form (e.g., bite the iron bullet). To assess whether people integrate figurative or literal interpretations of idioms, a disambiguating region that was figuratively or literally biased followed the idiom in each sentence. During early stages of reading, older adults showed facilitation for canonical idioms, suggesting a greater sensitivity to stored idiomatic forms. During later stages of reading, older adults showed slower reading times when canonical idioms were biased toward their literal interpretation, suggesting they were more likely to interpret idioms figuratively on the first pass. In contrast, noncanonical form presentation slowed comprehension of figurative meanings comparably in younger and older participants. We conclude that idioms may be more strongly entrenched in older adults, and that noncanonical form presentation slows comprehension of figurative meanings.

Using both offline and online measures, the present study investigates attachment resolution in relative clauses in English natives (L1) and nonnatives (L2). We test how relative clause resolution interacts with linguistic factors and participant-level individual differences. Previous L1 English studies have demonstrated a low attachment preference and also an “ambiguity advantage” suggesting that L1ers may not have as strong a low attachment preference as is sometimes claimed. We employ a similar design to examine this effect in L1 and L2 comprehension. Offline results indicate that both groups exhibit a low attachment preference, positively correlated with reading span scores and with proficiency in the L2 group. Online results also suggest a low attachment preference in both groups. However, our data show that individual differences influence online attachment resolution for both native and nonnatives; higher lexical processing efficiency correlates with quicker resolution of linguistic conflicts. We argue that the current findings suggest that attachment resolution during L1 and L2 processing share the same processing mechanisms and are modulated by similar individual differences.

The current study investigates cross-linguistic influence of second language (L2) learning on native language (L1) processing of morphosyntactic variation in proficient L2 learners immersed in their L1. Despite Spanish pre- and postverbal clitic pronoun positions being grammatical in complex verb phrases, preferences of use have been well attested in naturalistic language production. To examine whether those preferences obtain for comprehension in monolinguals, as well as how those preferences might be modulated by learning an L2 with fixed pronoun positions, we administered a self-paced reading experiment to 20 Spanish monolinguals as well as 22 proficient learners English (L1 Spanish). The results of a Bayesian mixed effects regression analysis suggest that preferences in production are echoed in comprehension—but only for the monolingual group. We find support for facilitation in the bilingual group precisely where both languages overlap, as well as evidence that bilinguals may not use clitic position as a reliable cue at all. We interpret the results as evidence that learning an L2 that lacks variation for a particular feature may lead to reduced sensitivity to that feature as a cue in an analogous L1 structure. We situate these results in an experience-based, shared-syntax account of language processing.

The present study investigated whether 4- and 5-year-old Mandarin-speaking children are able to process garden-path constructions in real time when the working memory burden associated with revision and reanalysis is kept to minimum. In total, 25 4-year-olds, 25 5-year-olds, and 30 adults were tested using the visual-world paradigm of eye tracking. The obtained eye gaze patterns reflect that the 4- and 5-year-olds, like the adults, committed to an initial misinterpretation and later successfully revised their initial interpretation. The findings show that preschool children are able to revise and reanalyze their initial commitment and then arrive at the correct interpretation using the later-encountered linguistic information when processing the garden-path constructions in the current study. The findings also suggest that although the 4-year-olds successfully processed the garden-path constructions in real time, they were not as effective as the 5-year-olds and the adults in revising and reanalyzing their initial mistaken interpretation when later encountering the critical linguistic cue. Taken together, our findings call for a fine-grained model of child sentence processing.

Language skills and executive functions (EF) undergo rapid development during preschool years and are foundational for a wide range of life outcomes but little is known of the connections between language and EF in Swedish, typically developing children. The current pilot study included 47 mono- and multilingual children aged 4–6 and aimed at describing the relationship between language and EF and investigating potential associations to age, sex, bi-/multilingualism, socioeconomic status (SES), and aspects of preschool attendance. Measures of language and EF correlated with one another to a large extent, but also showed some differentiation, suggesting a specific link between morphosyntactic ability and inhibition. Age was a significant predictor of most but not all measures. No significant effects of sex were found, with the exception for a female advantage in nonverbal communicative behavior, assessed by a novel rating paradigm. SES did not predict language or EF, and bi- and/or multilingual children did not differ from monolingual Swedish children on language or EF measures. Findings are discussed in relation to the connection between language and EF as well as to the needs of development of reliable language, EF, and communication measures for use in the Swedish context.