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Chapter 6. Influence of preparation time on language control

A trilingual digit-naming study
  • Julia Festman und Michela Mosca
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Cognitive Control and Consequences of Multilingualism
Ein Kapitel aus dem Buch Cognitive Control and Consequences of Multilingualism

Abstract

In this study we investigated how preparation time influences speed of naming single digits in three languages under frequent switch conditions. Twenty native speakers of English (mean age 19.9 years; 3 male) with good proficiency in French and German participated in a trilingual digit naming experiment with short (150ms) or long (1000ms) preparation time (between language cue and stimulus, CSI) and unpredictable switch sequence. Participants responded on average significantly faster on trials with long CSI (562ms) compared to short CSI (657ms). A 2 (Short vs. Long CSI) × 3 (L1, L2, L3) ANOVA showed a significant interaction. The preparation effect was largest for L1 (137ms) and decreased with decreasing proficiency (L2 84ms; L3 65ms). The paper describes preparation time in relation to naming speed, response accuracy, language proficiency and switching costs.

Abstract

In this study we investigated how preparation time influences speed of naming single digits in three languages under frequent switch conditions. Twenty native speakers of English (mean age 19.9 years; 3 male) with good proficiency in French and German participated in a trilingual digit naming experiment with short (150ms) or long (1000ms) preparation time (between language cue and stimulus, CSI) and unpredictable switch sequence. Participants responded on average significantly faster on trials with long CSI (562ms) compared to short CSI (657ms). A 2 (Short vs. Long CSI) × 3 (L1, L2, L3) ANOVA showed a significant interaction. The preparation effect was largest for L1 (137ms) and decreased with decreasing proficiency (L2 84ms; L3 65ms). The paper describes preparation time in relation to naming speed, response accuracy, language proficiency and switching costs.

Kapitel in diesem Buch

  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
https://doi.org/10.1075/bpa.2.07fes

Kapitel in diesem Buch

  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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Heruntergeladen am 15.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/bpa.2.07fes/html
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