Engaging cognition during bilingual language processing

项目摘要/摘要 在过去的二十年里，研究人员取得了一系列关于 双语促进了我们对语言和语言之间关系的理解， 认知和大脑。其一是这两种语言在选择上竞争，这表明 双向的跨语言影响。另一种是，使用两种或两种以上的语言 对一生中认知功能的影响。然而，这项研究只有 重点关注双语带来的长期后果。因此，我们还不明白 双语者如何从领域一般认知资源中汲取知识以促进语言在语言中的使用 实时的。此外，尽管说传统语言的人和第二语言学习者是 在美国，双语用户占主导地位，大多数研究都考察了 双语的后果来自于不能代表这种情况的人群 在美国的经历。 这项拟议的研究试图利用两个主题的趋同 主要是孤立地研究：双语对语言处理的影响，以及 双语对认知的影响。传承下来的西班牙语-英语双语者 将对讲英语并沉浸在以英语为主的环境中的人进行考试，并 与西班牙语-英语双语者相比，他们沉浸在以西班牙语为主的环境中。 同样，西班牙语的高级课堂学习者将与高级学习者进行比较 在国外学习时沉浸在以西班牙语为主的环境中的西班牙人。二 实验将使用最近开发的跨任务适应范式进行， 使Stroop任务与语言处理任务交错。这一范例将使我们能够 测量认知任务中经历的冲突如何影响认知任务中经历的冲突 语言处理(即冲突适应)，并确定语言沉浸 地位调节了这种冲突适应。在实验1中，电生理反应 (使用事件相关电位；事件相关电位)将被检查，同时参与者在 西班牙语和英语。在实验2中，眼球跟踪将被用来检查参与者是如何 在阅读每种语言的同时处理句法复杂的句子。与以前的大多数不同 研究，在只检查一种语言和一种语言特征的情况下，该项目将 考察双语者在两种语言中的不同语言特征(例如，词汇通达 阅读过程中的产出和句子处理)。

Project Summary/Abstract In the last two decades, researchers have made a series of discoveries about bilingualism that have advanced our understanding of the relations between language, cognition, and the brain. One is that the two languages compete for selection, suggesting bidirectional cross-language influences. Another is that using two or more languages has consequences for cognitive functioning across the lifespan. However, this research has only focused on the long-term consequences of bilingualism. Therefore, we do not yet understand how bilinguals draw from domain-general cognitive resources to enable the use of language in real time. Moreover, although heritage speakers and second-language learners are the predominant force of dual-language users in the US, most of the research examining the consequences of bilingualism comes from populations that are not representative of such experience in the US. The proposed research seeks to exploit convergence across two topics that have been largely studied in isolation: the consequences of bilingualism on language processing, and the consequences of bilingualism on cognition. Spanish-English bilinguals who are heritage speakers and are immersed in an English-dominant environment will be examined and compared to Spanish-English bilinguals immersed in a Spanish-dominant environment. Likewise, advanced classroom learners of Spanish will be compared to advanced learners of Spanish who are immersed in a Spanish-dominant environment while studying abroad. Two experiments will be conducted using a recently-developed cross-task adaptation paradigm that interleaves a Stroop task with a language processing task. This paradigm will allow us to measure how conflict experienced in a cognitive task affects conflict experienced during language processing (i.e., conflict adaptation), and to determine whether language immersion status modulates such conflict adaptation. In Experiment 1, electrophysiological responses (using Event-related-potentials; ERPs) will be examined while participants name pictures in Spanish and English. In Experiment 2, eye-tracking will be used to examine how participants process syntactically complex sentences while reading in each language. Unlike most previous research, where only one language and one linguistic feature is examined, this project will examine different linguistic features in both of a bilingual’s languages (i.e., lexical access in production and sentence processing during reading).