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Chapter 4. Are cognate words “special”?

On the role of cognate words in language switching performance
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Abstract

One of the most remarkable abilities of bilingual speakers is that of keeping their two languages apart during speech production. Several researchers have argued that the attentional mechanisms responsible for this ability may vary depending on the L2-proficiency achieved by the bilinguals (Green, 1986; Costa & Santesteban, 2004). Here we use a language-switching task to further explore the extent to which these different attentional strategies depend on the cognate status of the words (Costa, Santesteban, & Caño, 2005). We also explore whether the production of cognates facilitates language-switching (Broersma & De Bot, 2006). Twenty-four low-proficient (L2-Learners) and twenty-four high-proficient (Bilinguals) Spanish-Catalan bilinguals performed a cued language-switching task including cognate and non-cognate words. Our results revealed the following: (a) responses to cognates were faster than to non-cognates; (b) the magnitude of the switching cost was similar regardless of the cognate status of either the preceding or the target word; (c) L2-Learners vs. Bilinguals showed different language switching cost patterns (replicating Costa & Santesteban, 2004). Overall, these findings suggest that the cognate status of words does not facilitate language switching and it does not alter the lexical selection mechanisms’ implicated during production.

Abstract

One of the most remarkable abilities of bilingual speakers is that of keeping their two languages apart during speech production. Several researchers have argued that the attentional mechanisms responsible for this ability may vary depending on the L2-proficiency achieved by the bilinguals (Green, 1986; Costa & Santesteban, 2004). Here we use a language-switching task to further explore the extent to which these different attentional strategies depend on the cognate status of the words (Costa, Santesteban, & Caño, 2005). We also explore whether the production of cognates facilitates language-switching (Broersma & De Bot, 2006). Twenty-four low-proficient (L2-Learners) and twenty-four high-proficient (Bilinguals) Spanish-Catalan bilinguals performed a cued language-switching task including cognate and non-cognate words. Our results revealed the following: (a) responses to cognates were faster than to non-cognates; (b) the magnitude of the switching cost was similar regardless of the cognate status of either the preceding or the target word; (c) L2-Learners vs. Bilinguals showed different language switching cost patterns (replicating Costa & Santesteban, 2004). Overall, these findings suggest that the cognate status of words does not facilitate language switching and it does not alter the lexical selection mechanisms’ implicated during production.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. About the editor xi
  5. About the contributors xiii
  6. Part I: Introduction
  7. Cognitive and neurocognitive implications of language control and multilingualism 3
  8. Part II: Cognitive control and multilingualism
  9. Chapter 1. Bilingualism, executive control, and eye movement measures of reading 11
  10. Chapter 2. Listening with your cohort 47
  11. Chapter 3. The role of executive function in the perception of L2 speech sounds in young balanced and unbalanced dual language learners 71
  12. Chapter 4. Are cognate words “special”? 97
  13. Chapter 5. Action speaks louder than words, even in speaking 127
  14. Chapter 6. Influence of preparation time on language control 145
  15. Chapter 7. When L1 suffers 171
  16. Chapter 8. Effects of cognitive control, lexical robustness, and frequency of codeswitching on language switching 193
  17. Chapter 9. The locus of cross-language activation 217
  18. Chapter 10. Syntactic interference in bilingual naming during language switching 239
  19. Chapter 11. Multi-component perspective of cognitive control in bilingualism 271
  20. Part III: Consequences of multilingualism
  21. Chapter 12. The bilingual advantage in the auditory domain 299
  22. Chapter 13. Executive functions in bilingual children 323
  23. Chapter 14. Home language usage and executive function in bilingual preschoolers 351
  24. Chapter 15. Cognitive mechanisms underlying performance differences between monolinguals and bilinguals 375
  25. Chapter 16. Time course differences between bilinguals and monolinguals in the Simon task* 397
  26. Chapter 17. Top down influence on executive control in bilinguals 427
  27. Index 451
Cognitive Control and Consequences of Multilingualism
This chapter is in the book Cognitive Control and Consequences of Multilingualism
https://doi.org/10.1075/bpa.2.05san

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. About the editor xi
  5. About the contributors xiii
  6. Part I: Introduction
  7. Cognitive and neurocognitive implications of language control and multilingualism 3
  8. Part II: Cognitive control and multilingualism
  9. Chapter 1. Bilingualism, executive control, and eye movement measures of reading 11
  10. Chapter 2. Listening with your cohort 47
  11. Chapter 3. The role of executive function in the perception of L2 speech sounds in young balanced and unbalanced dual language learners 71
  12. Chapter 4. Are cognate words “special”? 97
  13. Chapter 5. Action speaks louder than words, even in speaking 127
  14. Chapter 6. Influence of preparation time on language control 145
  15. Chapter 7. When L1 suffers 171
  16. Chapter 8. Effects of cognitive control, lexical robustness, and frequency of codeswitching on language switching 193
  17. Chapter 9. The locus of cross-language activation 217
  18. Chapter 10. Syntactic interference in bilingual naming during language switching 239
  19. Chapter 11. Multi-component perspective of cognitive control in bilingualism 271
  20. Part III: Consequences of multilingualism
  21. Chapter 12. The bilingual advantage in the auditory domain 299
  22. Chapter 13. Executive functions in bilingual children 323
  23. Chapter 14. Home language usage and executive function in bilingual preschoolers 351
  24. Chapter 15. Cognitive mechanisms underlying performance differences between monolinguals and bilinguals 375
  25. Chapter 16. Time course differences between bilinguals and monolinguals in the Simon task* 397
  26. Chapter 17. Top down influence on executive control in bilinguals 427
  27. Index 451
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