1. Psy1306 Language and Thought Bilingualism

2. Why study bilingualism? Multilinguals > Monolinguals Multilinguals > Monolinguals # grow up monolingual = # grow up bilingual # grow up monolingual = # grow up bilingual More children educated in 2nd or 3rd language than in 1st More children educated in 2nd or 3rd language than in 1st Multilingual countries Multilingual countries –US: min 14.3 million spanish/english bilinguals –Eritrea: educated in Tigrigna, Arabic, English –India: 15 official languages, 1,650 spoken –New Guinea: 870 languages, typical person speaks 3 languages Slides 2-16 from M. Le Corre.

3. Why study bilingualism? Test limits of human cognition & language faculty Test limits of human cognition & language faculty –Is language faculty “monolingual” or “multilingual”? –Does learning a second language cause developmental delays?

4. Bilingual first language acquisition Mish-mash theory: Mish-mash theory: –Unitary LAD initially treats two languages as single language and mashes them up. Differentiate later. Differentiation theory: Differentiation theory: –We are all born multilingual! Distinguish languages from the start and keep them separate.

5. Mish-mash or Differentiation Phonology Phonology Lexical/semantic development Lexical/semantic development Bilingual grammar development Bilingual grammar development Pragmatic development Pragmatic development –Sensitive to language of interlocutor?

6. Phonology Supra-segmental features (rhythm, stress- timing) of babbling: Supra-segmental features (rhythm, stress- timing) of babbling: –English and French have different supra- segmental features e.g. English: KINGdom (first syllable longer, louder, higher pitched) e.g. English: KINGdom (first syllable longer, louder, higher pitched) e.g French: surprise (syllables same pitch and loudness but last syllable longer) e.g French: surprise (syllables same pitch and loudness but last syllable longer)

7. Phonology Do French/English babies distinguish these supra-segmental patterns? (Maneva & Genesee, 2002) Do French/English babies distinguish these supra-segmental patterns? (Maneva & Genesee, 2002) –YES!! Babbling with French father: shows phonological features of French Babbling with French father: shows phonological features of French Babbling with English mother: shows phonological features of French Babbling with English mother: shows phonological features of French

8. French/English word segmentation (Polka & Sundara, 2003) 9 French/English 8-month olds 9 French/English 8-month olds Use Juscyck Headturn Preference paradigm Use Juscyck Headturn Preference paradigm –Familiarize to bisyllabic word (e.g. kingdom or beret) –Test passages In French for French fam., in English for English fam. In French for French fam., in English for English fam. With familiarized word (beret or kingdom) With familiarized word (beret or kingdom) Without familiarized word (devis or hamlet) Without familiarized word (devis or hamlet) –Test whether headturn times are different

9. Bilingual babies are not confused!

10. Lexical Development Mutual Exclusivity/principle of contrast Mutual Exclusivity/principle of contrast –Essence: no two words have the same meaning What should happen if mish-mash? What should happen if mish-mash? –No translation equivalents!

11. 1-year old bilinguals restrict Mutual Exclusivity to each language! From Petitto, 2001

12. Syntax How can we tell whether children have distinct grammars or just a mish- mash? How can we tell whether children have distinct grammars or just a mish- mash? How early do we want to look? How early do we want to look? –Two-word combinations

13. Syntax How can we tell whether children have two distinct grammars or just a mish-mash? How can we tell whether children have two distinct grammars or just a mish-mash? – Look at lexically unilingual utterances (De Houwer, 2005) Contrasting structures: Contrasting structures: –French vs. English: Negation –“I do NOT like peas” & “J’aime PAS les pois” –Diff: keep negation syntax separate –MM: mix-up systems “I like NOT peas” & “Je PAS aime les pois” “I like NOT peas” & “Je PAS aime les pois” Same structure: emerge at same or different time? Same structure: emerge at same or different time? –E.g. conjugated (finite) vs. infinitive (non-finite)

14. Review of 15+ longitudinal studies (De Houwer, 2005) 29 children, ages 1 to 6 29 children, ages 1 to 6 One parent, one language One parent, one language Spanish/Basque, French/Swedish, French/English Latvian/English, Japanese/Engiish, Italian/English… Spanish/Basque, French/Swedish, French/English Latvian/English, Japanese/Engiish, Italian/English… Multiple aspects of syntax studied Multiple aspects of syntax studied –Gender, pronouns, verb morphology, negation, word order… ALL children keep syntactic systems separate for all dimensions studied ALL children keep syntactic systems separate for all dimensions studied –E.g French/English don’t mix up negation syntax (Paradis & Genesee, 1996)

15. Bimodal 2 year-olds keep grammars separate in real time! Take children who speak French & sign in Langue des Signes Québécoise Take children who speak French & sign in Langue des Signes Québécoise Look at times when sign & speak at same time. What happens? Look at times when sign & speak at same time. What happens? Simultaneous speak/sign have distinct word order! Simultaneous speak/sign have distinct word order! Spoken My dog My friend Cow small cow Signed dog my Friend my Small cow cow Petitto et al., 2001

16. Bilingualism & Neurolinguistics Kim, Relkin, Lee, & Hirsch (1997) Task: Have bilinguals imagine speaking in one language. Then imagine speaking in the other language. Task: Have bilinguals imagine speaking in one language. Then imagine speaking in the other language. Vary: late and early bilinguals Vary: late and early bilinguals

17. Bilingualism & Neurolinguistics Kim, Relkin, Lee, & Hirsch (1997) Broca’s Area: Areas quite distinct for Late Bilinguals, but high overlap for Early Bilinguals. Wernicke’s Area: High overlap for both late and early bilinguals.

18. Two Lexicons L1 L2 Language 1 Language 2 Slides Adapted from Bialystok Lexical Retrieval and Executive Function

19. Receptive Vocabulary PPVT (Peabody Picture Vocabulary Test) PPVT (Peabody Picture Vocabulary Test) –Examiner provides meaning, and Examinee picks picture. Combined # of Ss: N=528 Combined # of Ss: N=528 –5 y.o. = 97 –6 y.o. = 341 –7 y.o. = 56 –8 y.o. = 34 Lexical Retrieval and Executive Function Score

20. Two Lexicons L1 L2 Attend Ignore Slides Adapted from Bialystok Causing lexical conflict! Lexical Retrieval and Executive Function

21. Lexical Retrieval Boston Picture Naming Boston Picture Naming Letter and category fluency Letter and category fluency –Name words that begin with “F” –Name words in the category “Animals” Lexical Retrieval and Executive Function

22. Two Lexicons L1 L2 Attend Ignore Switching requires executive control. Lexical Retrieval and Executive Function

23. Pre-frontal Cortex and Executive Function http://vvi.onstreammedia.com/cgi- bin/visearch?user=pbs- saf&template=play220asf.html&query= %2A&squery=%2BClipID%3A3+%2BVi deoAsset%3Apbssaf1302&inputField=% 20&entire=No&ccstart=608200&ccend= 1421260&videoID=pbssaf1302 http://vvi.onstreammedia.com/cgi- bin/visearch?user=pbs- saf&template=play220asf.html&query= %2A&squery=%2BClipID%3A3+%2BVi deoAsset%3Apbssaf1302&inputField=% 20&entire=No&ccstart=608200&ccend= 1421260&videoID=pbssaf1302 http://vvi.onstreammedia.com/cgi- bin/visearch?user=pbs- saf&template=play220asf.html&query= %2A&squery=%2BClipID%3A3+%2BVi deoAsset%3Apbssaf1302&inputField=% 20&entire=No&ccstart=608200&ccend= 1421260&videoID=pbssaf1302 http://vvi.onstreammedia.com/cgi- bin/visearch?user=pbs- saf&template=play220asf.html&query= %2A&squery=%2BClipID%3A3+%2BVi deoAsset%3Apbssaf1302&inputField=% 20&entire=No&ccstart=608200&ccend= 1421260&videoID=pbssaf1302 “Why kids don’t get it” “Why kids don’t get it” Lexical Retrieval and Executive Function

24. Development of Executive Processes Last area of brain (frontal lobes) to mature Last cognitive skills to develop in childhood, first to decline with aging Children typically develop control over attention and inhibition at about 5 years Experience in managing two languages may promote this development Lexical Retrieval and Executive Function

25. Sorting Tasks Sorting Tasks Bialystok (1999); Bialystok & Martin (2004) (4.5 y.o. – 6.5 y.o.) Perceptual yellow vs. green square vs. circle Conceptual play things vs. clothing things inside the house vs. things outside the house. Lexical Retrieval and Executive Function

26. Post-Switch Scores Post-Switch Scores Bialystok (1999); Bialystok & Martin (2004) * NO DIFFERENCE BETWEEN MONO & BI PRE-SWITCH!!! Lexical Retrieval and Executive Function

27. Embedded vs. Reversible Figures Embedded vs. Reversible Figures Bialystok & Shapero (2005) 5 ½years olds – –27 Monolinguals – –26 Bilinguals Lexical Retrieval and Executive Function Embedded Figure Reversible Figures

28. Embedded vs. Reversible Figures Embedded vs. Reversible Figures Bialystok & Shapero (2005) Embedded Figure Task requires pattern analysis to find the hidden component. There is no conflict. Reversible Figure Task requires re-assigning a meaning that conflicts with the current interpretation. – –It must stop being “a face” for the image to reverse to “saxophone player”. Effect of bilingualism advantage is in processing conflict – i.e., Ambiguous Figure Task Lexical Retrieval and Executive Function

29. Simon Task When you see RED, tap with your right hand. When you see BLUE, tap with your left hand. Lexical Retrieval and Executive Function

30. Simon Task Martin & Bialystok Lexical Retrieval and Executive Function (Incongruent – Congruent)

31. Bilingualism and Aging: Simon Task Bialystok, Craik, Klein, & Viswanathan (2004) Lexical Retrieval and Executive Function

32. Control Data by Decade * Groups matched by intelligence test, language proficiency, & working memory. Lexical Retrieval and Executive Function

33. Bilingualism and Aging: Simon Task Bialystok, Craik, Klein, & Viswanathan (2004) Lexical Retrieval and Executive Function

34. Simon Task Data by Decade Lexical Retrieval and Executive Function

35. Stroop Task: Word Condition blackgreenredblueblackbluegreenblue blueyellowgreenyellowblackredredblue yellow green blue yellow red blue green Lexical Retrieval and Executive Function

36. Stroop Task: Color Naming xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxx Lexical Retrieval and Executive Function

37. Stroop Task: Test (Incongruent vs. Congruent) greenblackblueyellowblackblueblackgreen redblueyellowredgreenbrownblackblue yellow green blue red black green blue yellow Lexical Retrieval and Executive Function

38. Stroop Task Design Test: Name the print color Congruent Trials Incongruent Trials Read the Word Name the Color Correct answer for all 4 trial types = “RED” Control Conditions Lexical Retrieval and Executive Function

39. Control Conditions Lexical Retrieval and Executive Function

40. Stroop Data (Bilingual advantage, Bilingual Aging advantage) Lexical Retrieval and Executive Function

41. Relevance of lab studies? Newest study show bilinguals out-perform monolinguals in driving simulations. Newest study show bilinguals out-perform monolinguals in driving simulations. Lexical Retrieval and Executive Function But I would not recommend this EVEN if you are a bilingual!!! Don’t try this at home (or out on the road)!

42. Summary of Bilingual Effect on Cognition Disadvantages for lexical retrieval Vocabulary – –PPVT Fluency – –Fluency and Boston Naming Advantages for executive function Control of attention – –Simon task, Stroop task Switching – –Reversible Figures, Card Sort Lexical Retrieval and Executive Function

43. Left-over/not discussed studies from previous classes Left-over/not discussed studies from previous classes

49. Results Categories were nonsense terms ‘Leebish’ and ‘Grecious’ Type IType II