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Fernandes, Maylton Silva, Gustavo Lopez Estivalet, and Márcio Martins Leitão. "Monolíngues? Uma investigação sobre o reconhecimento de palavras cognatas português-inglês / Monolinguals? An Investigation on the Recognition of Cognate Words From Portuguese-English." Caligrama: Revista de Estudos Românicos 26, no. 2 (September 17, 2021): 155. http://dx.doi.org/10.17851/2238-3824.26.2.155-177.
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Resumo: Palavras cognatas são conhecidas por dividirem semelhanças formais e semânticas entre duas ou mais línguas, possivelmente dividindo representações no léxico mental. Nesse sentido, as palavras cognatas possuem diferentes graus de semelhança, como por exemplo pares do português-inglês: cognatos perfeitos “banana”, cognatos de alto grau “momento-moment” e cognatas de baixo grau “noite-night”. Focalizando a relação formal e independentemente do conhecimento bilíngue, como as palavras cognatas do português-inglês são reconhecidas por monolíngues? O presente artigo tem o objetivo de investigar o reconhecimento de palavras cognatas do português-inglês por monolíngues através do grau de semelhança ortográfica. Para tanto, aplicamos um experimento de julgamento de aceitabilidade entre pares de palavras cognatas. Com o objetivo de se pesquisar o grau de similaridade, utilizou-se a Distância de Levenshtein Normalizada entre as palavras cognatas. Os resultados apontaram uma correlação significativa entre o julgamento de aceitabilidade e este coeficiente. Portanto, os resultados indicaram que mesmo participantes não-bilíngues são capazes de reconhecer a granularidade da semelhança ortográfica. Ainda, de forma exploratória, foi possível determinar o coeficiente a partir do qual as palavras podem ser consideradas pares cognatos. Enfim, espera-se que o presente estudo permita uma melhor compreensão das palavras cognatas assim como provoque uma reflexão do monolinguismo. Palavras-chave: Cognatas; distância de Levenshtein; julgamento de aceitabilidade; bilinguismo.Abstract: Cognate words are known to share formal and semantic similarities between two or more languages, possibly dividing representations in the mental lexicon. In this sense, cognate words have different degrees of similarity, as for example PortugueseEnglish pairs: perfect cognates “banana”, high degree cognates “momento-moment” and low degree cognates “noite-night”. Focusing on the formal relationship and regardless of bilingual knowledge, how are cognate words in Portuguese-English recognized by monolinguals? This article aims to investigate the recognition of cognate words in Portuguese-English by monolinguals through the degree of orthographic similarity. For that, we applied an acceptability judgment experiment between cognate word pairs. In order to investigate the degree of similarity, the Normalized Levenshtein Distance was used between cognate words. The results showed a significant correlation between the acceptability judgment and this coefficient. Therefore, the results indicated that even non-bilingual participants are able to recognize the granularity of orthographic similarity. Still, in an exploratory way, it was possible to determine the coefficient from which words can be considered cognate pairs. Therefore, it is hoped that the present study allows a better understanding of cognate words as well as provoking a reflection of monolinguals.Keywords: cognate; Levenshtein distance; acceptability judgement task; bilingualism.
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Zhang, Juan, Chenggang Wu, Tiemin Zhou, and Yaxuan Meng. "Cognate facilitation priming effect is modulated by writing system: Evidence from Chinese-English bilinguals." International Journal of Bilingualism 23, no. 2 (January 10, 2018): 553–66. http://dx.doi.org/10.1177/1367006917749062.
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Aims: The present study aims to examine the cross-script cognate facilitation effect that cognates have processing advantages over non-cognates and this effect is strong evidence supporting the non-selective access hypothesis for bilinguals. Methodology: By adopting a masked translation priming paradigm, Experiment 1 used 48 Chinese–English cognates (Chinese words) and 48 non-cognates (Chinese words) as primes and their English translation equivalences as targets. Chinese–English bilinguals were instructed to judge whether the target stimuli were real words or not. In Experiment 2, another group of participants took the same lexical decision task as in Experiment 1, except that English–Chinese cognates and non-cognates (English words) served as primes and their Chinese translation equivalences were targets. Data and analysis: Response latency and accuracy data were submitted to a repeated-measures analysis of variance. Findings/conclusions: Experiment 1 showed that Chinese–English cognates (Chinese words) and non-cognates (Chinese words) produced similar priming effect, while Experiment 2 revealed that English–Chinese cognates (English words) generated a significant priming effect, whereas non-cognates (English words) failed to induce any priming effect. Overall, Chinese words did not show cognate advantage, while English words produced a significant cognate facilitation effect. These results might be attributed to different mappings from orthography to phonology in English and Chinese. Opaque mapping from orthography to phonology in Chinese hindered phonological activation and reduced Chinese–English cognate phonological priming effect. However, English–Chinese cognates benefited from transparent mapping from sound to print and thus generated a significant phonological priming effect. Implications of the current findings for bilingual word recognition models were discussed. Originality: The present study is the first to investigate the cross-script cognate facilitation effect by ensuring both the heterogeneity of primes and targets (English and Chinese) and the homogeneity of primes (Chinese or English). The results indicated that the writing systems of the primes constrained the cross-script cognate priming effect.
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BALLING, LAURA WINTHER. "Reading authentic texts: What counts as cognate?" Bilingualism: Language and Cognition 16, no. 3 (February 2, 2012): 637–53. http://dx.doi.org/10.1017/s1366728911000733.
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Most research on cognates has focused on words presented in isolation that are easily defined as cognate between L1 and L2. In contrast, this study investigates what counts as cognate in authentic texts and how such cognates are read. Participants with L1 Danish read news articles in their highly proficient L2, English, while their eye-movements were monitored. The experiment shows a cognate advantage for morphologically simple words, but only when cognateness is defined relative to translation equivalents that are appropriate in the context. For morphologically complex words, a cognate disadvantage is observed which may be due to problems of integrating cognate with non-cognate morphemes. The results show that fast non-selective access to the bilingual lexicon is conditioned by the communicative context. Importantly, a range of variables are statistically controlled in the regression analyses, including word predictability indexed by the conditional probability of each word.
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Antón, Eneko, and Jon Andoni Duñabeitia. "Better to Be Alone than in Bad Company: Cognate Synonyms Impair Word Learning." Behavioral Sciences 10, no. 8 (July 29, 2020): 123. http://dx.doi.org/10.3390/bs10080123.
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The effects of cognate synonymy in L2 word learning are explored. Participants learned the names of well-known concrete concepts in a new fictional language following a picture-word association paradigm. Half of the concepts (set A) had two possible translations in the new language (i.e., both words were synonyms): one was a cognate in participants’ L1 and the other one was not. The other half of the concepts (set B) had only one possible translation in the new language, a non-cognate word. After learning the new words, participants’ memory was tested in a picture-word matching task and a translation recognition task. In line with previous findings, our results clearly indicate that cognates are much easier to learn, as we found that the cognate translation was remembered much better than both its non-cognate synonym and the non-cognate from set B. Our results also seem to suggest that non-cognates without cognate synonyms (set B) are better learned than non-cognates with cognate synonyms (set A). This suggests that, at early stages of L2 acquisition, learning a cognate would produce a poorer acquisition of its non-cognate synonym, as compared to a solely learned non-cognate. These results are discussed in the light of different theories and models of bilingual mental lexicon.
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Post da Silveira, Amanda, Vincent J. van Heuven, Johanneke Caspers, and Niels O. Schiller. "Dual activation of word stress from orthography." Dutch Journal of Applied Linguistics 3, no. 2 (November 10, 2014): 171–98. http://dx.doi.org/10.1075/dujal.3.2.05sil.
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Studies in bilingualism have shown that words activate form-similar neighbors in both first (L1) and second (L2) languages. Accordingly, we hypothesized that the degree of form similarity between L1–L2 word pairs causes a proportional amount of prosodic transfer in L2 speech production. Thus, cognate pairs L1–L2 which bear lexical stress in the same syllable position should be facilitated in L2 production, while cognates with stress on mismatching positions L1–L2 should be inhibited. The results of a speeded word naming task with English L2 speakers showed facilitation in production of cognate words overall. Concerning word stress in L1–L2, an opposite effect was found between 2- and 3-syllable cognate words, while no effect was found for non-cognates. The effects found for cognate words correlate with form similarity and L2 lexical frequency values, corroborating the hypotheses that lexical activation in L2 is non-selective and that the bilingual lexicon is built in association between L1 and L2 at multiple levels of linguistic representation.
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Montelongo, José A., Anita C. Hernández, Roberta J. Herter, and Carissa Hernández. "Orthographic Transparency and Morphology of Spanish–English Cognate Adjectives." Psychological Reports 105, no. 3 (December 2009): 970–74. http://dx.doi.org/10.2466/pr0.105.3.970-974.
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The English and Spanish languages share over 20,000 cognates. Cognates are words that are orthographically, semantically, and syntactically similar in two languages. In 2009, Montelongo, Hernández, and Herter collected orthographic transparency ratings for over 2,000 Spanish–English cognate nouns and cognate adjectives drawn from the Juilland and Chang-Rodríguez’ Frequency Dictionary of Spanish Words. The present analysis of the cognate adjectives in the Montelongo, et al. norms identified orthographic and morphological characteristics which affected ratings of cognate transparency. The analysis identified an initial-letter effect: the earlier an English word deviates from its Spanish equivalent, the lower it is rated. Similarly, the more orthographically similar an English suffix is to its Spanish suffix equivalent, the higher its rating.
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Toassi, Pâmela Freitas Pereira, and Silvia Hedine de Albuquerque Pereira. "UNDERSTANDING COGNATE WORDS IN A FIRST CONTACT WITH ENGLISH." Caderno de Letras, no. 35 (January 19, 2020): 27. http://dx.doi.org/10.15210/cdl.v0i35.17604.
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In the present study the cognate facilitation effect was investigated by means of a translation task applied to ten participants (mean age of 44 years old) who had never taken an English course and who were skeptical about being able to learn the language. The task consisted of the translation of 40 non identical cognate words from English to Portuguese. By means of this task, we could infer if the cognate words could be understood in a first contact with English. The results were positive: more than 50% of the words presented to these participants were correctly translated into Portuguese. In addition, the present study showed that cognate words work as a motivational factor to make people inspired to learn a second language, in this case English, as reported by all of the participants of who took part in the present study. Furthermore, the findings of the present study are aligned with the literature, favoring the view that cognate words are easily recognized. This data has implications for the teaching and learning of English in the Brazilian context.Keywords: Cognates; L2 vocabulary; bilingualism.
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DRESSLER, CHERYL, MARIA S. CARLO, CATHERINE E. SNOW, DIANE AUGUST, and CLAIRE E. WHITE. "Spanish-speaking students' use of cognate knowledge to infer the meaning of English words." Bilingualism: Language and Cognition 14, no. 2 (March 11, 2011): 243–55. http://dx.doi.org/10.1017/s1366728910000519.
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This research examines the processes which native Spanish-speaking learners of English and English-only students engage in when inferring meaning for unknown English words that have Spanish cognates. Conducted within the context of a large-scale vocabulary intervention that taught word inferencing strategies, including a cognate strategy, this qualitative study describes cognate strategy use among a small sample of participants. The data suggest that explicit instruction, students' metalinguistic and metacognitive skills, and the structural characteristics of cognate pairs are associated with cognate recognition.
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Tuinman, Annelie. "Visuele Woordherkenning in Tweetaligen." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 93–101. http://dx.doi.org/10.1075/ttwia.71.09tui.
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The bilingual visual word-recognition experiment described in the article focused on the recognition of cognates, noncognates, and interlingual homographs in more and less proficient bilinguals and was designed to test the following hypotheses: 1. There is a difference in reaction time to cognate, noncognate, and interlingual homograph words compared with control words. 2. There is a difference in reaction time to cognate, noncognate and interlingual homograph words, compared with control words, between bilinguals with different levels of proficiency in their second language. Both proficiency levels recognized cognate words significantly faster than control words. Both novice and proficient bilinguals recognized noncognate words faster than control words. Low-proficiency bilinguals did not react faster to cognate words than to noncognate words, whereas the more proficient bilinguals did. This can be explained by a ceiling effect. Low-proficient bilinguals showed no effect in reaction time for interlingual homographs relative to the control words; the more proficient bilinguals showed an inhibitory effect. This could be because proficient bilinguals are more familiar with the less frequent (i.e., English) reading of the homograph.
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Squires, Lindsey R., Sara J. Ohlfest, Kristen E. Santoro, and Jennifer L. Roberts. "Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis." American Journal of Speech-Language Pathology 29, no. 4 (November 12, 2020): 2170–88. http://dx.doi.org/10.1044/2020_ajslp-19-00167.
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Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179
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Rallo, Lucrecia. "Factors Affecting Pronunciation Accuracy in English as a Foreign Language: The Case of Spanish-Catalan Intermediate Learners." Atlantis. Journal of the Spanish Association for Anglo-American Studies 44, no. 2 (December 23, 2022): 45–64. http://dx.doi.org/10.28914/atlantis-2022-44.2.03.
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In the present study, we investigate the factors that influence pronunciation accuracy by Spanish-Catalan bilinguals learning English as a foreign language (EFL). A group of intermediate EFL learners were recorded producing a series of cognate and non-cognate words in two different conditions: a reading aloud task and a delayed repetition task. In the reading aloud task, the target words were presented as visual prompts in a carrier phrase. In the delayed repetition, words were presented aurally and participants repeated them after a two-second delay followed by an audio prompt. The words were phonemically transcribed using PHON. As expected, task condition and cognate-status influenced the percentage of correct vowels and consonants. The number of errors was significantly higher in the reading aloud condition than in the delayed repetition condition. Cognates exhibited more pronunciation errors than non-cognates. In contrast, learners’ vocabulary-size and lexical frequency did not have a clear impact on the results. These findings suggest that focusing on spelling might interfere with the way EFL learners process the phonological forms of words.
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Cañizares-Álvarez, Carl, and Virginia C. Mueller Gathercole. "The influence of first language polysemy and first language and second language lexical frequencies on second language learners’ use of false cognates." International Journal of Bilingualism 24, no. 3 (January 10, 2019): 530–41. http://dx.doi.org/10.1177/1367006918814380.
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Aims and objectives: This study examines second language (L2) bilinguals’ use of words that have the same or similar forms in their two languages but whose meaning extensions differ – that is, false cognates. We examine the conditions under which L2 speakers inappropriately use false cognates in the L2. How do frequency of the relevant words in each language and polysemy of the word in the first language (L1) affect L2 learners’ use of such words? Design: Fifty Spanish L1–English L2 adults translated 80 words in context from Spanish (S) to English (E). The words involved polysemous Spanish words that had several translations in English, one of which was a cognate form. Words were strictly balanced for L1 polysemy (high versus low), frequency of the S word, frequency of the E cognate form, and frequency of the E non-cognate translation. The words were presented in unambiguous contextual frames that pushed for the non-cognate translation in English. Data and analysis: Analyses of variance were used to analyze participants’ translations relative to the variables of Spanish polysemy and the frequencies of the forms in question. Findings: The findings show that the relative transparency or opacity of the mapping between the L1 and L2 influences word choice: the use of a false cognate instead of a competing correct lexical item depends on the complex interaction of L1 polysemy and the lexical frequencies of the L1 and L2 forms in the bilingual’s two languages. Originality: This study strictly controls for several factors crucial to L2 users’ choice of a word in the L2: polysemy in the L1, frequency of the L1 word, and frequencies of the L2 words involved. Significance: When these variables are viewed together, the data reveal a complex interaction showing factors that contribute to the transparency or opacity of the L1–L2 lexical semantic linkages.
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GUASCH, MARC, PILAR FERRÉ, and JUAN HARO. "Pupil dilation is sensitive to the cognate status of words: further evidence for non-selectivity in bilingual lexical access." Bilingualism: Language and Cognition 20, no. 1 (May 20, 2016): 49–54. http://dx.doi.org/10.1017/s1366728916000651.
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The cognate facilitation effect (i.e., a processing advantage for cognates compared to non-cognates) is an evidence of language non-selectivity in bilingual lexical access. Several studies using behavioral or electrophysiological measures have demonstrated that this effect is modulated by the degree of formal overlap between translations. However, it has never been tested with a psychophysiological measure such as pupillometry. In the present study we replicate the cognate facilitation effect by examining reaction times and pupil responses. Our results endorse pupillometry as a promising tool for bilingual research, and confirm the modulation of the cognate effect by the degree of formal similarity.
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BERNOLET, SARAH, ROBERT J. HARTSUIKER, and MARTIN J. PICKERING. "Effects of phonological feedback on the selection of syntax: Evidence from between-language syntactic priming." Bilingualism: Language and Cognition 15, no. 3 (October 12, 2011): 503–16. http://dx.doi.org/10.1017/s1366728911000162.
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Research on word production in bilinguals has often shown an advantage for cognate words. According to some accounts, this cognate effect is caused by feedback from a level that represents information about phonemes (or graphemes) to a level concerned with the word. In order to investigate whether phonological feedback influences the selection of words and syntactic constructions in late bilinguals, we investigated syntactic priming between Dutch and English genitive constructions (e.g., the fork of the girl vs. the girl's fork). The head nouns of prime and target constructions were always translation equivalents. Half of these were Dutch–English cognates with a large phonological overlap (e.g., vork–fork), the other half were non-cognates that had very few phonemes in common (e.g., eend–duck). Cognate status boosted between-language syntactic priming. Further analyses showed a continuous effect of phonological overlap for cognates and non-cognates, indicating that this boost was at least partly caused by feedback from the translation equivalents’ shared phonemes.
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Midgley, Katherine J., Phillip J. Holcomb, and Jonathan Grainger. "Effects of Cognate Status on Word Comprehension in Second Language Learners: An ERP Investigation." Journal of Cognitive Neuroscience 23, no. 7 (July 2011): 1634–47. http://dx.doi.org/10.1162/jocn.2010.21463.
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ERPs were used to explore the different patterns of processing of cognate and noncognate words in the first (L1) and second (L2) language of a population of second language learners. L1 English students of French were presented with blocked lists of L1 and L2 words, and ERPs to cognates and noncognates were compared within each language block. For both languages, cognates had smaller amplitudes in the N400 component when compared with noncognates. L1 items that were cognates showed early differences in amplitude in the N400 epoch when compared with noncognates. L2 items showed later differences between cognates and noncognates than L1 items. The results are discussed in terms of how cognate status affects word recognition in second language learners.
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Hancin-Bhatt, Barbara, and William Nagy. "Lexical transfer and second language morphological development." Applied Psycholinguistics 15, no. 3 (July 1994): 289–310. http://dx.doi.org/10.1017/s0142716400065905.
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AbstractThis study investigates the development of two levels of morphological knowledge that contribute to Spanish-English bilingual students’ ability to recognize cognates: the ability to recognize a cognate stem within a suffixed English word, and knowledge of systematic relationships between Spanish and English suffixes (e.g., the fact that words ending in -ty in English often have a Spanish cognate ending in -dad). A total of 196 Latino bilingual students in 4th, 6th, and 8th grade were asked to give the Spanish equivalent for English words, some of which had derivational and inflectional suffixes. The results indicated that the students’ ability to translate cognates increased with age above and beyond any increase in their vocabulary knowledge in Spanish and English. There was also marked growth in the students’ knowledge of systematic relationships between Spanish and English suffixes. Students recognized cognate stems of suffixed words more easily than noncognate stems, suggesting that, in closely related languages such as Spanish and English, cross-language transfer may play a role, not just in recognizing individual words, but also in the learning of derivational morphology.
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Izadpanah, Siros, Maryam Hatemi, and Fatemeh Asadi. "The Study of Learners’ Educational Level and Their Knowledge of True Cognate Words in Iran." Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 985. http://dx.doi.org/10.17507/jltr.0705.21.
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Our purpose of the study was to determine the learners’ educational level and their knowledge of true cognate words. 385 had been selected from 3,789 statistical population participated in 2014–2015 at three levels of associate, bachelor, and master of Islamic Azad University as well as teachers of English in English educational institutions in Zanjan (Iran). The participants’ age was between from 18 to 52. The materials were 45 words of true cognate words from 500 words by doing CVR (content validity ratio) and CVI (content validity index) (Lawshe’s table with the index of 88% and 82% respectively). ANOVA (Analysis of variance) was used for studying the effect of educational level on the rate of awareness. The results showed there is no significant difference between the awareness of Associate diploma (A.D.), Bachelor of art (B.A.), and Master of art (M.A.) levels, but there is a significant difference between the level of awareness of teachers group and the other groups in true cognate words. Our result showed that all of them were weak in recognizing true cognate words. It also suggested the mean of true cognates recognized by the students based on educational level had increased trend.
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Vandevoorde, Lore, and Els Lefever. "Who's afraid of false friends? Cognate ratios in translated and non-translated Dutch." Across Languages and Cultures 24, no. 1 (June 7, 2023): 73–84. http://dx.doi.org/10.1556/084.2022.00204.
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AbstractThis paper presents an empirical study on the proportion of cognate words (cognate ratios) in translated Dutch texts, compared to cognate words ratio in texts originally written in Dutch. To this end, we compiled a gold standard with manually verified cognate pairs for both studied language pairs, viz. English–Dutch and French–Dutch. In this study, we propose three hypotheses about how translators deal with cognates: (1) translators use the high degree of formal and semantic overlap between cognate translations to their advantage so as to produce the “easiest and fastest” translation (default translation hypothesis), (2) the higher the level of cognateness between a source and target language, the higher the cognate ratio in translated texts will be (cognate facilitation effect), (3) the higher the level of cognateness between the two languages, the more translators will be hesitant to use cognate translations (fear of false friends hypothesis). The results show a mixed picture: whereas not much evidence has been found for the first two hypotheses (depending on the respective language pair), the third hypothesis was confirmed. Further evidence, however, is needed from other language pairs, as cognate-receptiveness appears to be language-specific.
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Lijewska, Agnieszka, and Hanka Błaszkowska. "Non-identical cognates yield facilitation in translation – does the way foreign vocabulary is learned affect its processing?" Poznan Studies in Contemporary Linguistics 57, no. 3 (September 1, 2021): 329–58. http://dx.doi.org/10.1515/psicl-2021-0017.
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Abstract Cognates (words sharing form and meaning across languages, e.g. Polish–English FILM–FILM (identical cognates) or TUNNEL–TUNEL (non-identical cognates)) are processed faster than single-language words (cognate facilitation effect), which is modulated by a number of factors. Here, we extended the study reported by Lijewska and Chmiel (2015) and tested the influence of learning experience on non-identical cognate processing in a translation task in 2 experiments with Polish-German–English trilinguals and with German–English bilinguals. The trilinguals learned English and German via Polish, whereas the bilinguals learnt English via German. They translated Polish–English non-identical cognates (MUSZTARDA–SENF–MUSTARD), German–English non-identical cognates (TRAWA–GRAS–GRASS) and controls from English into Polish and into German (trilinguals) or only into German (bilinguals). We found no evidence for the influence of learning experience on cognate processing but the novel finding was a reliable facilitation effect obtained when only non-identical cognates were tested in a translation task with trilinguals (in the accuracy data) as well as with bilinguals (in translation latencies). Additionally, the reported study pointed to the important role of language proficiency in processing.
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Vanlangendonck, Flora, David Peeters, Shirley-Ann Rueschemeyer, and Ton Dijkstra. "Mixing the stimulus list in bilingual lexical decision turns cognate facilitation effects into mirrored inhibition effects." Bilingualism: Language and Cognition 23, no. 4 (November 27, 2019): 836–44. http://dx.doi.org/10.1017/s1366728919000531.
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AbstractTo test the BIA+ and Multilink models’ accounts of how bilinguals process words with different degrees of cross-linguistic orthographic and semantic overlap, we conducted two experiments manipulating stimulus list composition. Dutch–English late bilinguals performed two English lexical decision tasks including the same set of cognates, interlingual homographs, English control words, and pseudowords. In one task, half of the pseudowords were replaced with Dutch words, requiring a ‘no’ response. This change from pure to mixed language list context was found to turn cognate facilitation effects into inhibition. Relative to control words, larger effects were found for cognate pairs with an increasing cross-linguistic form overlap. Identical cognates produced considerably larger effects than non-identical cognates, supporting their special status in the bilingual lexicon. Response patterns for different item types are accounted for in terms of the items’ lexical representation and their binding to ‘yes’ and ‘no’ responses in pure vs mixed lexical decision.
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Payesteh, Bita, and Giang T. Pham. "Is There a Cognate Effect in Bilingual Children With Developmental Language Disorder?" Language, Speech, and Hearing Services in Schools 53, no. 1 (January 5, 2022): 213–21. http://dx.doi.org/10.1044/2021_lshss-21-00078.
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Purpose: Cognates, words in two languages that share form and meaning, can be used to support vocabulary development in bilingual children. Typically developing bilinguals have shown better performance on cognates versus noncognates. Of key interest is whether bilinguals with developmental language disorder (DLD) also show a cognate effect and, if so, which factors are related to their cognate performance. Method: Thirty-five Spanish–English bilingual children (5–11 years old) with DLD completed the Expressive and Receptive One-Word Picture Vocabulary Tests, third edition, in English (EOW, ROW) to measure cognate performance. Test items were divided by difficulty level (easy, medium, and hard) and classified as cognates or noncognates using the Cross-Linguistic Overlap Scale for Phonology. Results: On average, children showed clear and robust cognate effects on EOW across difficulty levels with medium-to-large effect sizes. Results on the ROW showed minimal effects that varied by difficulty. Individually, 80% of participants (28 of 35) demonstrated a cognate effect in EOW, whereas only 31% (11 of 35) showed an effect in ROW. A cognate effect in ROW was positively correlated with age and English proficiency, whereas no factors correlated with the EOW cognate effect. Conclusions: Bilingual children with DLD show higher performance on cognates than noncognates, at least in expressive vocabulary. Participants who did show a receptive cognate effect tended to be older and have higher English proficiency. Further investigation is needed to identify factors underlying cognate performance in order to tailor intervention strategies that promote bilingual vocabulary development.
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Nagy, William E., Georgia Earnest García, Aydin Y. Durgunoğlu, and Barbara Hancin-Bhatt. "Spanish-English Bilingual Students' Use of Cognates in English Reading." Journal of Reading Behavior 25, no. 3 (September 1993): 241–59. http://dx.doi.org/10.1080/10862969009547816.
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A study was conducted to determine how Hispanic bilingual students' knowledge of Spanish vocabulary and ability to identify Spanish-English cognates relate to their comprehension of English expository text. Subjects, 74 upper elementary Hispanic students able to read in both Spanish and English, were tested for Spanish and English vocabulary knowledge, and after reading each of four expository texts containing English words with Spanish cognates (e.g., English transform and Spanish transformar) were given a multiple-choice test on their understanding of key concepts from these texts. After a brief explanation of the concept cognate, they were asked to identify the words in these texts that had Spanish cognates. Performance on the multiple-choice test was found to be related to students' ability to recognize cognate relationships. The relationship between Spanish vocabulary knowledge and English reading comprehension also appeared to depend on students' ability to recognize cognates.
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Hopp, Holger. "Cross-linguistic lexical and syntactic co-activation in L2 sentence processing." Linguistic Approaches to Bilingualism 7, no. 1 (February 4, 2016): 96–130. http://dx.doi.org/10.1075/lab.14027.hop.
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Abstract This study investigates under which conditions the L1 syntax is activated in L2 on-line sentence comprehension. We study whether cross-linguistic syntactic activation of the L1 word order is affected by lexical activation of the first language (L1) by virtue of cognate words. In two eye-tracking experiments, German-English bilinguals and English natives read English sentences containing reduced relative clauses whose surface word order partially overlaps with German embedded clauses. The verbs used were either German-English cognates or matched control verbs. The results show lexical cognate facilitation and syntactic co-activation of L1 word order, with the latter being moderated by proficiency and cognate status. Critically, syntactic co-activation is found only with English control words. We argue that fleeting co-activation of the L1 syntax becomes measurable under higher demands of lexical processing, while cognate facilitation frees resources for inhibition of the L1 syntax and target-like syntactic processing.
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Neveu, Anne, Margarethe McDonald, and Margarita Kaushanskaya. "Testing the Triggering Hypothesis: Effect of Cognate Status on Code-Switching and Disfluencies." Languages 7, no. 4 (October 18, 2022): 264. http://dx.doi.org/10.3390/languages7040264.
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“Triggered switching” is the theory that code-switching happens more often with words connected to both languages, such as cognates. Corpus analyses have supported this theory; however, they do not allow testing for directional causality. Here, we test the triggering hypothesis through a picture-naming task, and examine whether cognates trigger code-switches, as well as more subtle interference effects resulting in disfluencies. Forty English-Spanish bilinguals completed a picture-cued sentence production task in three conditions: English-only, Spanish-only, and mixed. Half of the pictures represented Spanish-English cognates. Unsurprisingly, participants were more likely to code-switch when asked to use both their languages compared to only their dominant or non-dominant language. However, participants were not more likely to switch languages for cognate than for non-cognate trials. Participants tended to be more fluent on cognate trials in the dominant and the non-dominant condition, and on non-cognate trials in the mixed-language condition, although these effects were not significant. These findings suggest that both language context and cognate status are important to consider when testing both overt switches and disfluencies in bilingual speech production.
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Toassi, Pâmela Freitas Pereira, and Mailce Borges Mota. "Crosslinguistic influence in the production of English as L3." Revista Horizontes de Linguistica Aplicada 20, no. 1 (April 29, 2021): AG1. http://dx.doi.org/10.26512/rhla.v20i1.32893.
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Crosslinguistic influence (CLI) refers to the phenomenon of how one language affects the acquisition and processing of another language by the same speaker. Bilinguals and multilinguals offer a good opportunity to study crosslinguistic phenomena since they have multiple language systems in interaction. Here we report the results of a study which investigated CLI in bilinguals and trilinguals. The objective of the study was twofold: (1) to analyze the influence of cognate words in the oral production of L2 and L3 English speakers in terms of quantity and type of cognates (English-Portuguese, English-German, English-German-Portuguese); (2) to investigate CLI in the production of English as L3. Participants were required to narrate a story on the basis of four pictures. The analysis of the narratives showed that bilinguals and trilinguals produced a similar number of cognate words of the type English- Portuguese and English- German- Portuguese. Regarding the cognate type English- German, trilinguals produced a significant higher number of these words as compared to the bilinguals. Since the bilinguals had no knowledge of German, these results indicate that the L2 (German) of the trilinguals facilitated the production of English-German cognates. We interpret these results as evidence of the coactivation of the trilinguals’ languages.
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GHAZI-SAIDI, LADAN, and ANA INÉS ANSALDO. "The neural correlates of semantic and phonological transfer effects: language distance matters." Bilingualism: Language and Cognition 20, no. 5 (June 15, 2016): 1080–94. http://dx.doi.org/10.1017/s136672891600064x.
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Behavioral and neural correlates of cross-linguistic transfer (CLT) effects were studied at the word level, in a pair of linguistically distant languages. Twelve adult Persian speakers were tested on an overt picture-naming task in L2, during event-related fMRI scanning after an intensive computerized French lexical-learning program including cognates, clangs and non-cognate-non-clangs.In distant language pairs, naming in L2 is effortful and demanding. Thus, it is less automatic, and must recruit more neural resources for lexical retrieval, and articulatory processing; it also requires more attention and cognitive control, even in cases where there is phonological overlap. Activation observed with different word types reflects the interaction of language and other cognitive systems including executive control and working memory circuits, even with phonologically similar and highly consolidated words. Moreover, phonologically similar words (cognates and clangs) seem to involve the implicit memory processing, whereas phonologically distant words (non-cognate-non-clangs) seem to require explicit memory.
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Otwinowska, Agnieszka, and Jakub M. Szewczyk. "The more similar the better? Factors in learning cognates, false cognates and non-cognate words." International Journal of Bilingual Education and Bilingualism 22, no. 8 (May 17, 2017): 974–91. http://dx.doi.org/10.1080/13670050.2017.1325834.
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BROERSMA, MIRJAM. "Triggered codeswitching between cognate languages." Bilingualism: Language and Cognition 12, no. 4 (September 16, 2009): 447–62. http://dx.doi.org/10.1017/s1366728909990204.
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This study shows further evidence for triggered codeswitching. In natural speech from a Dutch–English bilingual, codeswitches occurred more often directly next to a cognate (or “trigger word”) than elsewhere. This evidence from typologically related, cognate languages extends previous evidence for triggering between typologically unrelated languages. With their large proportion of trigger words, the data provide insight into which words can trigger codeswitches; proper nouns, cognate content words with good and moderate form overlap, and cognate function words all induced codeswitching. Further, this study extends the evidence for triggered codeswitching from speech with relatively little codeswitching to speech with a high codeswitching density. In contrast with earlier work, not only words directly following a trigger word but also words directly preceding one were codeswitched more often than other words, suggesting that the scope of triggered codeswitching depends on the frequency of trigger words and of codeswitches in the speech.
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Allen, David. "The prevalence and frequency of Japanese-English cognates: Recommendations for future research in applied linguistics." International Review of Applied Linguistics in Language Teaching 57, no. 3 (September 25, 2019): 355–76. http://dx.doi.org/10.1515/iral-2017-0028.
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Abstract Research has demonstrated that cognates are processed and acquired more readily than noncognates regardless of whether the languages share a common script or etymological background (e. g., Japanese and English). Very little research, however, has focused on the prevalence and frequency of cognates in orthographically distinct languages. Using Japanese word frequency data, the present study demonstrates that between 49 % and 22 % of the most common 10000 words in English are cognate in Japanese, depending on the frequency threshold used. The analysis is extended to the Academic Word List (Coxhead 2000), which is shown to be between 59 % and 30 % cognate. Finally, a lexical familiarity study revealed that Japanese cognate frequency was a reliable indicator of whether the word was known to the majority of Japanese speakers. Based on the findings and drawing upon research in psycholinguistics, a number of recommendations are put forward for future studies in applied linguistics.
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Gradoville, Michael, Mark Waltermire, and Avizia Long. "Cognate similarity and intervocalic /d/ production in Riverense Spanish." International Journal of Bilingualism 25, no. 3 (March 3, 2021): 727–46. http://dx.doi.org/10.1177/1367006921996807.
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Aims and objectives: While previous research has shown that phonetic variation in language contact situations is affected by whether a word has a cognate in the contact language, this paper aims to show that such an effect is not monotonic. According to the usage-based model, items in memory are organized according to similarity, thus we anticipated that formally more similar cognates would show a stronger cognate effect. Methodology: This variationist sociophonetic study investigates the relationship between cognate similarity and phonetic realization. We examined this relationship in the bilingual community of Rivera, Uruguay, in which both Portuguese and Spanish are spoken with regularity. Specifically, we focused on intervocalic /d/, which in monolingual Spanish is realized as an approximant [ð̞] or phonetic zero, but in monolingual Brazilian Portuguese is produced as a stop [d] or, in most varieties, an affricate [ʤ] before [i]. Data and analysis: We analyzed a corpus of sociolinguistic interviews of the Spanish spoken in Rivera. Acoustic measurements were taken from approximately 60 tokens each from 40 different speakers. Using a linear mixed-effects model, we examined the relationship between several predictors and the degree of constriction of intervocalic /d/. Findings/conclusions: While there is an overall frequency effect whereby more frequent words exhibit less constriction of intervocalic /d/, as both frequency and cognate similarity increase, less constriction of intervocalic /d/ obtains. Therefore, frequent cognates in Portuguese that have very similar forms affect the production of intervocalic /d/ more so than other cognates. Originality: No previous study has demonstrated that the cognate effect on phonetic variation in a situation of language contact is regulated by form similarity between cognate pairs. Significance/implications: The data support the usage-based model in that similar cognates have more lexical connections and can therefore show greater influence on phonetic realization than can cognates that share less phonetic material.
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Vanhove, Jan, and Raphael Berthele. "The lifespan development of cognate guessing skills in an unknown related language." International Review of Applied Linguistics in Language Teaching 53, no. 1 (January 1, 2015): 1–38. http://dx.doi.org/10.1515/iral-2015-0001.
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AbstractThis study investigates the lifespan development of the ability to correctly guess the meaning of foreign-language words with known translation-equivalent cognates. It also aims to identify the cognitive and linguistic factors driving this development. To this end, 159 German-speaking Swiss participants aged 10 to 86 were asked to translate 45 written and 45 spoken isolated Swedish words with German, English or French cognates. In addition, they were administered an English language test, a German vocabulary test as well as fluid intelligence and working memory tests. Cognate guessing skills were found to improve into young adulthood, but whereas they show additional increases in the written modality throughout adulthood, they start to decrease from age 50 onwards for spoken stimuli. Congruently with these findings, L1 vocabulary knowledge is a stronger predictor of written cognate guessing success, whereas fluid intelligence is the most important predictor in the spoken modality. Raw data and computer code used for the analyses are freely available online.
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Comesaña, Montserrat, Ana J. Moreira, Daniela Valente, Juan A. Hernández-Cabrera, and Ana Paula Soares. "List composition effect on cognate and non-cognate word acquisition in children." Linguistic Approaches to Bilingualism 9, no. 2 (January 15, 2018): 289–313. http://dx.doi.org/10.1075/lab.16034.com.
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Abstract Previous studies on second language (L2) vocabulary acquisition with children showed that the use of a picture learning method favours the creation of direct links between the semantic system and new lexical representations at early stages of L2 acquisition (Comesaña et al., 2009). However, recent studies found that this influence seems to vary according to the cognate status of the words being learned (Comesaña et al., 2012), raising the question of how the type of words involved can modulate the lexical-semantic connections between the words of both languages in the bilingual memory. The main goal of the present study was to explore list composition effects in the establishment of L2 word-to-concept connections in Portuguese children by using a picture-based method. Results showed no influence of list composition in the establishment of L2 lexical-semantic connections when cognates have to be learned. Findings are discussed in light of relevant models of bilingual memory.
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AMENGUAL, MARK. "Interlingual influence in bilingual speech: Cognate status effect in a continuum of bilingualism." Bilingualism: Language and Cognition 15, no. 3 (December 12, 2011): 517–30. http://dx.doi.org/10.1017/s1366728911000460.
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The present study investigates voice onset times (VOTs) to determine if cognates enhance the cross-language phonetic influences in the speech production of a range of Spanish–English bilinguals: Spanish heritage speakers, English heritage speakers, advanced L2 Spanish learners, and advanced L2 English learners. To answer this question, lexical items with considerable phonological, semantic, and orthographic overlap (cognates) and lexical items with no phonological overlap with their English translation equivalents (non-cognates) were examined. The results indicate that there is a significant effect of cognate status in the Spanish production of VOT by Spanish–English bilinguals. These bilinguals produced /t/ with longer VOT values (more English-like) in the Spanish production of cognates compared to non-cognate words. It is proposed that the exemplar model of lexical representation (Bybee, 2001; Pierrehumbert, 2001) can be extended to include bilingual lexical connections by which cognates facilitate phonetic interference in the bilingual mental lexicon.
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McReynolds, Leija V., and Elaine Jetzke. "Articulation Generalization of Voiced-Voiceless Sounds in Hearing-Impaired Children." Journal of Speech and Hearing Disorders 51, no. 4 (November 1986): 348–55. http://dx.doi.org/10.1044/jshd.5104.348.
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Eight hearing-impaired children participated in a study exploring the effect of training (+) or (-) voicing on generalization to cognates. In an experimental multiple baseline study across behaviors, children were trained on pairs of voiced and voiceless target sounds that they had previously omitted in final position. The pairs consisted of the/t/and/g/and the/d/and/k/. When/t/ was trained, generalization was tested to (a) untrained words with the/t/in the final position and (b) untrained words containing /d/(the cognate) of the/t/. In like manner, when/d/was trained, generalization was tested to both the/d/and/t/words. The/g/and /k/ received identical treatment. A contrast procedure was used to teach the children to produce the final consonants. When training criterion was reached, generalization was tested. Results showed that 6 of the 8 children generalized both the voiced and unvoiced target sounds to 50% or more of the target sound probe items. Results also indicated that more generalization occurred to the voiceless cognate from voiced target sound training than occurred to voiced cognates from voiceless target sound training.
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Van Assche, Eva, Wouter Duyck, and Marc Brysbaert. "VERB PROCESSING BY BILINGUALS IN SENTENCE CONTEXTS." Studies in Second Language Acquisition 35, no. 2 (June 2013): 237–59. http://dx.doi.org/10.1017/s0272263112000873.
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Many studies on bilingual language processing have shown that lexical access is not selective with respect to language. These studies typically used nouns as word stimuli. The aim of the present study was to extend the previous findings on noun processing to verb processing. In the first experiment, Dutch-English bilinguals performed a lexical decision task in their second language and were faster to recognize cognate verbs (e.g., Dutch-English geven-give) presented out of context than control words. This verb cognate facilitation effect was not modulated by verb tense. In a second experiment, cognates and controls were presented in sentence contexts while eye movements were recorded. In contrast to the strong cognate facilitation effects on early and later reading time measures for nouns found in earlier studies, cognate facilitation was only observed on a later reading time measure (i.e., go-past time). An interpretation of the results within current models of bilingual language processing and lexical organization is provided.
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VAN HELL, JANET G., and ANNETTE M. B. DE GROOT. "Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association." Bilingualism: Language and Cognition 1, no. 3 (December 1998): 193–211. http://dx.doi.org/10.1017/s1366728998000352.
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A word association experiment examined conceptual representation in bilingual memory. Dutch-English bilinguals associated twice to nouns and verbs that varied on concreteness and cognate status, once in the language of the stimuli (within-language), and once in the other language (between-language). Within- and between-language associations for concrete words and for cognates were more often translations of one another than those for abstract words and noncognates, and nouns evoked more translations than verbs. In both within- and between-language association, retrieving an associate was easier to concrete than to abstract words, to cognates than to noncognates, and to nouns than to verbs. These findings suggest that conceptual representation in bilingual memory depends on word-type and grammatical class: concrete translations, cognates, and noun translations more often share, or share larger parts of, a conceptual representation than abstract translations, noncognates, and verb translations. The results are discussed within the framework of distributed memory representation.
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Kim, Hyoung Sup. "The Understanding of the History of Ablaut in Russian and its Pedagogical Application." Institute for Russian and Altaic Studies Chungbuk University 25 (August 31, 2022): 1–27. http://dx.doi.org/10.24958/rh.2022.25.1.
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This study examines the vowel-gradation/ablaut in Russian, i.e., the consistent changes of a root vowel within the structure of CVC, where occurs a series of changes of normal /e/ in the process of a qualitative or quantitative change, that is, according to the change of the normal vowel /e/, there occur many vowel-gradation/ablaut in Russian.: o-grade ( /e/ > /o/), e-grade (/ø/ or weak vowel /ь/ > /e/), zero-grade or reduced grade (by dropping a vowel > /ø/), or lengthened/long grade (quantitatively lengthening a vowel, /e/ > /ē/ or /ō/, so-called, lengthened/long e-grade and lengthened/long o-grade, respectively.
The Russian ablaut provides grammatical information or linguistic characteristics, which is productive or at least marginally productive in Russian conjugation, aspectual minimal pairs, verbal or nominal derivation, etc., for cognate words. For example, cognate words have a series of vowel-gradation, which categorizes grammatical distinctions as follows: со-бр-а-ть (pf.) - со-бир-а-ть (impf.) ‘to collect’ - бер-у ‘I take’, бер-ёшь ‘you take’, бер-ут ‘they take’ - со-бор ‘synod’, с-бор ‘assembly’, etc. These cognates represent vowel-alternations of /ø/ ≈ /и/ ≈ /е/ ≈ /о/ with the distinction of grammatical information, such as perfective vs. imperfective, verbal vs. nominal, infinitive vs. conjugated form.
Moreover, Russian vowel-gradation can apply to pedagogical use. Understanding a systematic vowel change, namely, ablaut, can help L2 learners of Russian maximize the effect of learning Russian cognate words with grammatical and linguistic information. From a perspective of pedagogy, the Russian ablaut informs L2 learners of a series of cognate words, which belong to another language group, such as Germanic or Italian group, etc. as well as Slavic group. For this reason, it is useful for L2 learners to understand the Russian ablaut.
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Martínez García, María Teresa. "Language bias and proficiency effects on cross-language activation." Linguistic Approaches to Bilingualism 10, no. 6 (December 10, 2018): 873–901. http://dx.doi.org/10.1075/lab.17023.mar.
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Abstract Recent research proposes that language bias and proficiency modulate cross-language activation in comprehension and production, but it is unclear how they operate and whether they interact. This study investigates whether stress differences between Spanish-English cognates (material, final-syllable stress in Spanish) affect how native-English second-language-Spanish bilinguals recognize Spanish words (materia “subject/matter,” second-syllable stress in Spanish). In a Spanish-English eye-tracking experiment (and parallel production task), participants heard/produced trisyllabic Spanish targets with second-syllable stress (materia) and saw four orthographic words, including the target and a Spanish-English cognate competitor. Cross-language activation was examined by manipulating the stress of the cognate in English. In comprehension, English cognates with the same stress as the Spanish target (materia vs material) were predicted to cause more cross-language interference than English cognates with a different stress (litera “bunk bed,” vs literal), but the reverse pattern was expected in production. Participants were assigned to a Spanish-bias condition (20% of English (filler) items), or an English-bias condition (65% of English (filler) items). Results indicate that English cognates with the same stress as the Spanish target interfered with the recognition of the Spanish target only in the English-bias condition (but facilitated its production), while increasing Spanish proficiency helped reduce this cross-linguistic interference.
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Blevins, Juliette, and Daniel Kaufman. "Austronesian Lexemes in Basa Latala of Borneo: A Punan Sajau Song Language." Oceanic Linguistics 63, no. 1 (June 2024): 182–201. http://dx.doi.org/10.1353/ol.2024.a928207.
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Abstract: In recent work based on a 130-item wordlist, Lansing et al. claim that Basa Latala, a Punan Sajau song language of Borneo, is not an Austronesian language. In this squib, we argue that there is no linguistic basis for this claim. Many Basa Latala words have clear Austronesian and Borneo cognates and show evidence of Austronesian cognate morphology.
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Skjelde, Kimberly. "Exploring L2 English Proficiency and Translation of Academic English Vocabulary." Nordic Journal of Language Teaching and Learning 11, no. 2 (June 29, 2023): 140–64. http://dx.doi.org/10.46364/njltl.v11i2.1057.
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Knowledge of academic English vocabulary is essential for upper secondary L2 English learners preparing for university studies, yet previous research suggests students in Scandinavian settings may need support to acquire this lexis (Edgarsson, 2017; Henriksen & Danelund, 2015). The abundance of Graeco-Latin cognates between European languages and academic English has been shown to lessen the learning burden of academic English vocabulary for speakers of Romance languages (Cobb, 2000; Petrescu et al., 2017). However, less research has been conducted for speakers of Scandinavian languages who also have appropriate translations of Germanic origin for this vocabulary. Interestingly, previous studies have indicated that proficient Norwegian-speaking students taking tertiary studies made extensive use of Graeco-Latin cognates when translating academic English vocabulary, but research has yet to expand this investigation to upper secondary students and across proficiency levels. Therefore, the current study investigated if Norwegian-speaking students (N= 132) in their first year of upper secondary education produced Graeco-Latin cognates when translating academic English. Findings showed extensive use of L1 Latinate cognate forms to translate the English target words. However, less proficient learners had significantly fewer cognate translations and significantly more untranslated target words than more proficient learners. Findings suggest that in-class instruction raising awareness of Graeco-Latin cognates in academic English may be worthwhile, especially for less-proficient learners.
Keywords: Academic vocabulary, cognates, translation, English language learners, vocabulary knowledge, proficiency, educations
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PUREZA, RITA, ANA PAULA SOARES, and MONTSERRAT COMESAÑA. "Cognate status, syllable position and word length on bilingual Tip-Of-the-Tongue states induction and resolution." Bilingualism: Language and Cognition 19, no. 3 (May 27, 2015): 533–49. http://dx.doi.org/10.1017/s1366728915000206.
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This study explores the role of cognate status, syllable position, and word length in Tip-of-the-Tongue (TOT) states induction and resolution for European Portuguese (EP; L1) – English (L2) bilinguals (and EP monolinguals as control). TOTs were induced using a picture naming task in L1 and L2 followed by a lexical decision task. Here, the first or the last syllable of the target word (or none for control) was embedded in pseudowords (syllabic pseudohomophones) in order to test its effect in TOT resolution. Bilinguals presented more TOTs in L2 than in L1, especially for noncognate words. Longer words showed more TOTs than shorter words, though only in L1. TOT resolution was higher for cognates in L2 and higher when primed by the first than by the last syllable. Finally, longer cognates showed more TOT resolution than shorter cognates, irrespective of the language. Results are discussed in light of TOT's main hypothesis.
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Krogh, Simone Møller. "Danish-English Bilinguals’ Cognate Processing in L1 and L2 Visual Lexical Decision Tasks." Languages 7, no. 3 (September 1, 2022): 228. http://dx.doi.org/10.3390/languages7030228.
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Previous research and the BIA+ model support the hypothesis of language nonselective access during bilingual word recognition with language-ambiguous words like cognates organized in two distinct lexical representations. This paper adds to the existing literature by investigating how task demands and language proficiency influence cognate processing. Twenty-six Danish-English bilinguals with upper-intermediate to advanced L2 proficiencies performed four visual lexical decision tasks in which stimulus list composition (pure or mixed) and target language (L1 or L2) were varied. This study thus distinguishes itself from other studies by employing a within-subjects design to investigate a bilingual’s two languages. Significant cognate inhibition effects were found in the L2 mixed language condition while none of the other three tasks yielded significant results. Especially the absence of cognate facilitation effects in the L2 pure language condition was remarkable given the findings of previous literature. With reference to the BIA+ model’s assumptions of differing resting level activations for L1 and L2 lexical representations, the impact of L2 proficiency on cognate processing was tested in a post-hoc analysis dividing participants into two groups. This analysis revealed cognate facilitation effects for L2 upper-intermediate bilinguals in the L2 pure language condition while the results of the L1 tasks for both groups of bilinguals remained non-significant. The results therefore suggest that within-subject cognate processing is modulated by L2 proficiency in certain circumstances.
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Długosz, Kamil. "Lexikalischer Zugriff bei Mehrsprachigen: Eine Studie zur visuellen Verarbeitung von Kognaten im Polnischen als Erstsprache." Zeitschrift für Slawistik 66, no. 1 (March 30, 2021): 45–60. http://dx.doi.org/10.1515/slaw-2021-0003.
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Summary Research into cross-linguistic influence in L3 acquisition and processing has recently shown remarkable growth. However, still little is known about reverse interactions, i. e. the effects of L2 and L3 on L1. This study investigates visual cognate processing in Polish to determine whether lexical access in the dominant L1 is susceptible to the influence of the non-dominant L2 and L3. A group of 13 Polish learners of German and English participated in a lexical decision task in which both double and triple cognates were examined in comparison to control non-cognates and non-words. In line with the pattern found in most similar studies, the results reveal no cognate facilitation effect, thus indicating that L1 lexical access in multilinguals may also be selective with respect to L2 and L3. The theoretical consequences for L1 lexical processing in the multilingual mind are discussed.
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Uzun, Levent, and Umut M. Salіhoǧlu. "A list of English–Turkish cognates and false-cognates." Poznan Studies in Contemporary Linguistics 57, no. 2 (June 1, 2021): 325–27. http://dx.doi.org/10.1515/psicl-2021-0014.
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Abstract This article presents a list of English–Turkish cognates and false cognates which was compiled from a corpus of over 80,000 words in dictionary entries. The list contains 2411 English words that are either cognates or false cognates in Turkish. It was revealed that there are at least 1287 cognates, excluding all proper nouns of people, places, and things; and 1124 false cognates, 96 of which share at least one sense of meaning in each language, and thus are partial false cognates. The total number of English–Turkish cognates and false cognates suggests that cognate status between the two languages is around 3%. For cognates, the rate is 1.6%, and for false cognates the rate is 1.2%. The current database of English–Turkish cognates and false cognates can be used to prepare reading texts that contain words from the list presented here, and to investigate how they affect reading comprehension, guessing from context, and language learning or processing of a language issues. It can be also used as a resource for researchers investigating the bilinguals of English and Turkish, and learners who study Turkish and/or English as a second or foreign language. The list provides a useful basis for further research into the lexical, linguistic, and psychological issues.
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Botezatu, Mona Roxana. "Visual recognition of identical cognates involves sublexical inhibition and lexical facilitation." NeuroReport 34, no. 11 (June 7, 2023): 560–65. http://dx.doi.org/10.1097/wnr.0000000000001925.
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The study investigated the consequences of cross-language activation on the time course of bilingual word recognition. Twenty-two Spanish-English bilinguals and 21 English monolingual controls decided whether visually presented letter strings were English words, while behavioral and event-related potential responses were recorded. The language status of words was manipulated experimentally, such that words were either identical cognates between English and Spanish (e.g. CLUB) or noncognates (e.g. CLOCK). Participants were equally fast in responding to cognate and noncognate words. Bilinguals were more accurate in responding to cognates, whereas monolinguals exhibited higher accuracy in response to noncognates. Critically, bilinguals produced larger P200 followed by smaller N400 responses to cognates than noncognates, whereas monolinguals showed a pattern of reduced N400 responses to cognates. The results of the current study indicate that cross-language activation may not only result in lexical facilitation (indexed by a reduction of the N400 response to cognates) as a result of shared form-meaning associations across languages but also in sublexical inhibition (indexed by a larger P200 response to cognates) as a consequence of cross-language competition among phonological forms. Results support the language-nonselective view of bilingual lexical access and suggest that while lexical facilitation for identical cognates may be observed at most levels of second language proficiency, sublexical inhibition in response to identical cognates may be a marker of advanced levels of proficiency.
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Shabalina, Albina N. "Frame-propositional semantics of a family of cognate words." Sibirskiy filologicheskiy zhurnal, no. 2 (June 1, 2010): 146–56. http://dx.doi.org/10.17223/18137083/31/19.
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Schwartz, Ana I., Li-Hao Yeh, and Moira P. Shaw. "Lexical representation of second language words." Mental Lexicon 3, no. 3 (December 10, 2008): 309–24. http://dx.doi.org/10.1075/ml.3.3.04sch.
Full textAbstract:
The goal of the present study was to examine whether cross-language activation of a bilingual’s native language influences the processing of lexical ambiguity within a second language. Highly proficient Spanish-English bilinguals performed a semantic verification task in which sentence frames were followed by the presentation of the final word of the sentence (the prime word). Participants then decided whether a follow-up target word was related to the meaning of the sentence. On critical trials the sentences ended in a semantically ambiguous word that was either a cognate with Spanish (e.g., novel), or a noncognate control matched on frequency and length (e.g., fast). The preceding sentence context biased the subordinate meaning (e.g., new; refrain from eating) and targets were related to the irrelevant, dominant meaning (e.g., BOOK; SPEED). Mean reaction times and error rates were greater when the prime words were ambiguous cognates than when they were ambiguous noncognates. This suggests that the semantic representations from the native language were coactivated and increased the lexical competition from the shared, dominant meaning. Implications for second language vocabulary acquisition and current models of reading are discussed.
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Valente, Daniela, Pilar Ferré, Ana Soares, Anabela Rato, and Montserrat Comesaña. "Does phonological overlap of cognate words modulate cognate acquisition and processing in developing and skilled readers?" Language Acquisition 25, no. 4 (January 25, 2018): 438–53. http://dx.doi.org/10.1080/10489223.2017.1395029.
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Poort, Eva D., and Jennifer M. Rodd. "Towards a distributed connectionist account of cognates and interlingual homographs: evidence from semantic relatedness tasks." PeerJ 7 (May 16, 2019): e6725. http://dx.doi.org/10.7717/peerj.6725.
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Background Current models of how bilinguals process cognates (e.g., “wolf”, which has the same meaning in Dutch and English) and interlingual homographs (e.g., “angel”, meaning “insect’s sting” in Dutch) are based primarily on data from lexical decision tasks. A major drawback of such tasks is that it is difficult—if not impossible—to separate processes that occur during decision making (e.g., response competition) from processes that take place in the lexicon (e.g., lateral inhibition). Instead, we conducted two English semantic relatedness judgement experiments. Methods In Experiment 1, highly proficient Dutch–English bilinguals (N = 29) and English monolinguals (N = 30) judged the semantic relatedness of word pairs that included a cognate (e.g., “wolf”–“howl”; n = 50), an interlingual homograph (e.g., “angel”–“heaven”; n = 50) or an English control word (e.g., “carrot”–“vegetable”; n = 50). In Experiment 2, another group of highly proficient Dutch–English bilinguals (N = 101) read sentences in Dutch that contained one of those cognates, interlingual homographs or the Dutch translation of one of the English control words (e.g., “wortel” for “carrot”) approximately 15 minutes prior to completing the English semantic relatedness task. Results In Experiment 1, there was an interlingual homograph inhibition effect of 39 ms only for the bilinguals, but no evidence for a cognate facilitation effect. Experiment 2 replicated these findings and also revealed that cross-lingual long-term priming had an opposite effect on the cognates and interlingual homographs: recent experience with a cognate in Dutch speeded processing of those items 15 minutes later in English but slowed processing of interlingual homographs. However, these priming effects were smaller than previously observed using a lexical decision task. Conclusion After comparing our results to studies in both the bilingual and monolingual domain, we argue that bilinguals appear to process cognates and interlingual homographs as monolinguals process polysemes and homonyms, respectively. In the monolingual domain, processing of such words is best modelled using distributed connectionist frameworks. We conclude that it is necessary to explore the viability of such a model for the bilingual case. Data, scripts, materials and pre-registrations. Experiment 1: http://www.osf.io/ndb7p; Experiment 2: http://www.osf.io/2at49.
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Pan, Weiwei. "How do Chinese Antonymous Cognate Words Emerge? A Study From the Perspective of Metonymy and Metaphor." Journal of Language Teaching and Research 13, no. 6 (November 1, 2022): 1365–73. http://dx.doi.org/10.17507/jltr.1306.26.
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“Dialectics” and “contradiction theory” from philosophy are almost the only theoretical resource that can be cited to explain the reason for the formation of Chinese antonymous cognate words. However, this paradigm does not come from the law of thinking, and therefore cannot display the dynamic process of the formation of the phenomenon fundamentally. Metonymy and metaphor could be applied as thinking mechanisms to reveal the rules of the generation of Chinese antonymous cognate words. Briefly, the mechanism of metonymy activates the fission of etymology; while the metaphorical mechanism makes the basic image schemas mapping between different conceptual domains to help this particular type of cognate words to multiply in quantity. Furthermore, the reasons for the formation of metonymic and metaphorical mechanisms are explored under the theoretical framework of “Embodied- cognitive” linguistics while emphasizing the influence of “cognitive-cultural” factors in forming this unique linguistic phenomenon.