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  1. Morphological Priming Effects in L2 English Verbs for Japanese-English Bilinguals.Jessie Wanner-Kawahara, Masahiro Yoshihara, Stephen J. Lupker, Rinus G. Verdonschot & Mariko Nakayama - 2022 - Frontiers in Psychology 13.
    For native English readers, masked presentations of past-tense verb primes produce faster lexical decision latencies to their present-tense targets than orthographically related or unrelated primes. This facilitation observed with morphologically related prime-target pairs is generally taken as evidence for strong connections based on morphological relationships in the L1 lexicon. It is unclear, however, if similar, morphologically based, connections develop in non-native lexicons. Several earlier studies with L2 English readers have reported mixed results. The present experiments examine whether past-tense verb primes (...)
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  • The emergence of word-internal repetition through iterated learning: Explaining the mismatch between learning biases and language design.Mitsuhiko Ota, Aitor San José & Kenny Smith - 2021 - Cognition 210 (C):104585.
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  • On the Locus of L2 Lexical Fuzziness: Insights From L1 Spoken Word Recognition and Novel Word Learning.Efthymia C. Kapnoula - 2021 - Frontiers in Psychology 12.
    The examination of how words are learned can offer valuable insights into the nature of lexical representations. For example, a common assessment of novel word learning is based on its ability to interfere with other words; given that words are known to compete with each other, we can use the capacity of a novel word to interfere with the activation of other lexical representations as a measure of the degree to which it is integrated into the mental lexicon. This measure (...)
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  • Influences of First and Second Language Phonology on Spanish Children Learning to Read in English.Carmen Hevia-Tuero, Sara Incera & Paz Suárez-Coalla - 2022 - Frontiers in Psychology 13.
    Children learning to read in two different orthographic systems are exposed to cross-linguistic interferences. We explored the effects of school and grade on phonological activation during a visual word recognition task. Elementary school children from Spain completed a lexical decision task in English. The task included real words and pseudohomophones following Spanish or English phonological rules. Using the mouse-tracking paradigm, we analyzed errors, reaction times, and computer mouse movements. Children in the bilingual school performed better than children in the monolingual (...)
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  • Employing General Linguistic Knowledge in Incidental Acquisition of Grammatical Properties of New L1 and L2 Lexical Representations: Toward Reducing Fuzziness in the Initial Ontogenetic Stage. [REVIEW]Denisa Bordag & Andreas Opitz - 2022 - Frontiers in Psychology 12.
    The study explores the degree to which readers can use their previous linguistic knowledge, which goes beyond the immediate evidence in the input, to create mental representations of new words and how the employment of this knowledge may reduce the fuzziness of the new representations. Using self-paced reading, initial representations of novel identical forms with different grammatical functions were compared in native German speakers and advanced L2 German learners with L1 Czech. The results reveal that although both groups can employ (...)
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