Language dominance affects bilingual performance and processing outcomes in adulthood

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https://doi.org/10.3389/fpsyg.2018.01199
Final published version

Keywords

Catalan/Spanish, Differential Object Marking, Early bilinguals, Language dominance, Negative Concord Items

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Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Language dominance affects bilingual performance and processing outcomes in adulthood. / Puig-Mayenco, Eloi; Cunnings, Ian; Bayram, Fatih et al.
In: Frontiers in Psychology, Vol. 9, 1199, 26.07.2018.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Puig-Mayenco, E, Cunnings, I, Bayram, F, Miller, D, Tubau, S & Rothman, J 2018, 'Language dominance affects bilingual performance and processing outcomes in adulthood', Frontiers in Psychology, vol. 9, 1199. https://doi.org/10.3389/fpsyg.2018.01199

APA

Puig-Mayenco, E., Cunnings, I., Bayram, F., Miller, D., Tubau, S., & Rothman, J. (2018). Language dominance affects bilingual performance and processing outcomes in adulthood. Frontiers in Psychology, 9, Article 1199. https://doi.org/10.3389/fpsyg.2018.01199

Vancouver

Puig-Mayenco E, Cunnings I, Bayram F, Miller D, Tubau S, Rothman J. Language dominance affects bilingual performance and processing outcomes in adulthood. Frontiers in Psychology. 2018 Jul 26;9:1199. doi: 10.3389/fpsyg.2018.01199

Author

Puig-Mayenco, Eloi ; Cunnings, Ian ; Bayram, Fatih et al. / Language dominance affects bilingual performance and processing outcomes in adulthood. In: Frontiers in Psychology. 2018 ; Vol. 9.

Bibtex

@article{087f2181768f4b83b01a3e1e4ccacab0,

title = "Language dominance affects bilingual performance and processing outcomes in adulthood",

abstract = "This study examines the role of language dominance (LD) on linguistic competence outcomes in two types of early bilinguals: (i) child L2 learners of Catalan (L1 Spanish-L2 Catalan and, (ii) child Spanish L2 learners (L1 Catalan-L2 Spanish). Most child L2 studies typically focus on the development of the languages during childhood and either focus on L1 development or L2 development. Typically, these child L2 learners are immersed in the second language. We capitalize on the unique situation in Catalonia, testing the Spanish and Catalan of both sets of bilinguals, where dominance in either Spanish or Catalan is possible. We examine the co-occurrence of Sentential Negation (SN) with a Negative Concord Item (NCI) in pre-verbal position (Catalan only) and Differential Object Marking (DOM) (Spanish only). The results show that remaining dominant in the L1 contributes to the maintenance of target-like behavior in the language.",

keywords = "Catalan/Spanish, Differential Object Marking, Early bilinguals, Language dominance, Negative Concord Items",

author = "Eloi Puig-Mayenco and Ian Cunnings and Fatih Bayram and David Miller and Susagna Tubau and Jason Rothman",

note = "Publisher Copyright: {\textcopyright} 2018 Puig-Mayenco, Cunnings, Bayram, Miller, Tubau and Rothman.",

year = "2018",

month = jul,

day = "26",

doi = "10.3389/fpsyg.2018.01199",

language = "English",

volume = "9",

journal = "Frontiers in Psychology",

issn = "1664-1078",

publisher = "Frontiers Media S.A.",

}

RIS

TY - JOUR

T1 - Language dominance affects bilingual performance and processing outcomes in adulthood

AU - Puig-Mayenco, Eloi

AU - Cunnings, Ian

AU - Bayram, Fatih

AU - Miller, David

AU - Tubau, Susagna

AU - Rothman, Jason

PY - 2018/7/26

Y1 - 2018/7/26

N2 - This study examines the role of language dominance (LD) on linguistic competence outcomes in two types of early bilinguals: (i) child L2 learners of Catalan (L1 Spanish-L2 Catalan and, (ii) child Spanish L2 learners (L1 Catalan-L2 Spanish). Most child L2 studies typically focus on the development of the languages during childhood and either focus on L1 development or L2 development. Typically, these child L2 learners are immersed in the second language. We capitalize on the unique situation in Catalonia, testing the Spanish and Catalan of both sets of bilinguals, where dominance in either Spanish or Catalan is possible. We examine the co-occurrence of Sentential Negation (SN) with a Negative Concord Item (NCI) in pre-verbal position (Catalan only) and Differential Object Marking (DOM) (Spanish only). The results show that remaining dominant in the L1 contributes to the maintenance of target-like behavior in the language.

AB - This study examines the role of language dominance (LD) on linguistic competence outcomes in two types of early bilinguals: (i) child L2 learners of Catalan (L1 Spanish-L2 Catalan and, (ii) child Spanish L2 learners (L1 Catalan-L2 Spanish). Most child L2 studies typically focus on the development of the languages during childhood and either focus on L1 development or L2 development. Typically, these child L2 learners are immersed in the second language. We capitalize on the unique situation in Catalonia, testing the Spanish and Catalan of both sets of bilinguals, where dominance in either Spanish or Catalan is possible. We examine the co-occurrence of Sentential Negation (SN) with a Negative Concord Item (NCI) in pre-verbal position (Catalan only) and Differential Object Marking (DOM) (Spanish only). The results show that remaining dominant in the L1 contributes to the maintenance of target-like behavior in the language.

KW - Catalan/Spanish

KW - Differential Object Marking

KW - Early bilinguals

KW - Language dominance

KW - Negative Concord Items

UR - http://www.scopus.com/inward/record.url?scp=85075548495&partnerID=8YFLogxK

U2 - 10.3389/fpsyg.2018.01199

DO - 10.3389/fpsyg.2018.01199

M3 - Journal article

AN - SCOPUS:85075548495

VL - 9

JO - Frontiers in Psychology

JF - Frontiers in Psychology

SN - 1664-1078

M1 - 1199

ER -

Research

Text available via DOI:

Keywords