Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-09T03:34:36.535Z Has data issue: false hasContentIssue false
  • English
  • Français

The role of learning on bilinguals’ lexical architecture: Beyond separated vs. integrated lexicons

Published online by Cambridge University Press:  11 July 2018

ALBERT COSTA  and
MARTIN J. PICKERING
ALBERT COSTA*
Affiliation:
ICREA, Barcelona Center for Brain and Cognition, Universitat Pompeu Fabra
MARTIN J. PICKERING
Affiliation:
Department of Psychology, The University of Edinburgh
*
Address for correspondence: Albert Costam, Department of Information and Communication Technologies, Center for Brain and Cognition, Universitat Pompeu Fabra, Barcelona, 08018Spaincostalbert@gmail.com
Get access Rights & Permissions [Opens in a new window]

Extract

How are the two lexicons of a bilingual represented and how do they interact during language processing? These questions are central to bilingualism and have been the topics of a large number of studies. Dijkstra, Wahl, Buytenhuijs, van Halem, Al-jibouri, De Korte & Rekke (in press) put forward a model that tries to capture people's behavior in several tasks mostly involving reading, with the exception of word translation. A praise-worthy feature of the model is that it is computationally implemented following a local-connectionist architecture. The model is then used to quantitatively account for reaction time patterns on various tasks, with considerable success.

Type
Peer Commentaries
Information
Bilingualism: Language and Cognition , Volume 22 , Issue 4 , August 2019 , pp. 685 - 686
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*This article was supported by two grants from the Spanish Government (PSI2011-23033, and PSI2014-52181-P), a grant from the Catalan Government (AGAUR SGR 268), and a grant from the European Research Council under the European Community's Seventh Framework Programme (FP7/2007-2013 Cooperation grant agreement n° 613465 – AThEME)

References

Costa, A., Pannunzi, M., Deco, G., & Pickering, M.J. (2017). Do Bilinguals Automatically Activate Their Native Language When They Are Not Using It? Cognitive Science, 41 (6), pp. 1629–1644.Google Scholar
Dijkstra, A., Wahl, A., Buytenhuijs, F., van Halem, N., Al-jibouri, Z., de Korte, M., & Rekké, S. (2018). Multilink: a computational model for bilingual word recognition and word translation. Bilingualism: Language and Cognition, doi:10.1017/S1366728918000287.Google Scholar
Oppenheim, G, Wu, Y.Y., & Thierry, G. (in press) Found in translation: Late bilinguals do automatically activate their native language when they are not using it. Cognitive Science.Google Scholar
Strijkers, K., Costa, A., & Thierry, G. (2010). Tracking lexical access in speech production: Electrophysiological correlates of word frequency and cognate effects. Cerebral Cortex, 20 (4), pp. 912–928Google Scholar