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Journal articles on the topic 'Des Cognets'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

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 (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 investig

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Malkiel, Brenda. "When Idioti (Idiotic) Becomes “Fluffy”: Translation Students and the Avoidance of Target-language Cognates." Meta 54, no. 2 (2009): 309–25. http://dx.doi.org/10.7202/037683ar.

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Abstract Cognate translation is neither a simple nor a straightforward matter. Given the risk that a word that appears to be a true cognate may actually be a false cognate, and given the sometimes fuzzy boundary between true and false cognates, translators and translation students have been shown to “play it safe” by casting around for noncognate translations for true cognates, rather than choose the obvious cognate translation. Here we ask whether translation students avoid cognate translations even when the target-language cognate is both accurate and appropriate and whether this phenomenon

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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 (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 gro

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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 (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 tran

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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 (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

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Potapova, Irina, Henrike K. Blumenfeld, and Sonja Pruitt-Lord. "Cognate identification methods: Impacts on the cognate advantage in adult and child Spanish-English bilinguals." International Journal of Bilingualism 20, no. 6 (2016): 714–31. http://dx.doi.org/10.1177/1367006915586586.

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Objectives: The purpose of this study was to determine whether four different cognate identification methods resulted in notably different classifications of cognate status for Peabody Picture Vocabulary Test-Third Edition (PPVT-III) test items and to investigate whether differences across criteria would impact findings of cognate effects in adult and preschool-aged Spanish-English bilingual speakers. Methodology: We compared four cognate identification methods: an objective criterion based on phonological overlap; two subjective criteria based on a translation elicitation task; and a hybrid c

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7

Tercedor, Maribel. "Cognates as lexical choices in translation." Target. International Journal of Translation Studies 22, no. 2 (2010): 177–93. http://dx.doi.org/10.1075/target.22.2.01ter.

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This article approaches the issue of lexical choices in translation that result from the presence of cognates. It analyzes methodological issues regarding cognate production in translation tasks carried out in technical contexts. Specifically, we studied the presence of cognates as a lexical manifestation of interference (Toury 1995), concentrating on cognates as part of phraseological and terminological units. We report on empirical data on cognate production by advanced students of translation working from English into Spanish in reduced-segments and space-constrained contexts. Additionally,

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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 (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 tra

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MUSCALU, LAURA M., and PATRICIA A. SMILEY. "The illusory benefit of cognates: Lexical facilitation followed by sublexical interference in a word typing task." Bilingualism: Language and Cognition 22, no. 04 (2018): 848–65. http://dx.doi.org/10.1017/s1366728918000792.

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Cognate facilitation and cognate interference in word production have been elicited separately, in different paradigms. In our experiment, we created conditions for facilitation and interference to occur sequentially, and identified the levels at which the two processes manifested. Bilinguals translated cognates and noncognates from L2 to L1 and typed the translations. Response-onset latencies were shorter for cognates (cognate-facilitation) but execution latencies were longer, and cross-language orthographic errors were more frequent for cognates than for noncognates (cognate-interference). F

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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 (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 bil

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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 (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 analys

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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 (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 difference

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BALLING, LAURA WINTHER. "Reading authentic texts: What counts as cognate?" Bilingualism: Language and Cognition 16, no. 3 (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 disadv

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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 (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

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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 (2017): 974–91. http://dx.doi.org/10.1080/13670050.2017.1325834.

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Allen, David. "Cognate frequency and assessment of second language lexical knowledge." International Journal of Bilingualism 23, no. 5 (2018): 1121–36. http://dx.doi.org/10.1177/1367006918781063.

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Aims and objectives/purpose/research questions: Few studies have investigated different-script cognate effects in language assessment contexts. This paper examines the impact of Japanese cognates in a test of English receptive lexical knowledge that is widely used for placement purposes in second language learning contexts. Specifically, the present paper utilizes Japanese cognate frequency to predict test accuracy. 1. Does Japanese cognate frequency influence response accuracy? 2. Does the effect vary by English word frequency and/or lexical proficiency? Design/methodology/approach: Seventy J

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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 (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 e

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Barbosa Pinto, Nalim, and Ana Beatriz Arêas da Luz Fontes. "O acesso lexical em falantes multilíngues português-inglês-italiano." Veredas - Revista de Estudos Linguísticos 24, no. 1 (2020): 291–316. http://dx.doi.org/10.34019/1982-2243.2020.v24.30512.

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Estudos sobre o acesso lexical bi/multilíngue investigam como ocorre a interação entre as línguas de um indivíduo bi/multilíngue durante a leitura de palavras. Esses estudos comparam o processamento de palavras cognatas com não cognatas e observam se há coativação das duas/ou mais línguas durante o processamento em uma língua só. O objetivo deste trabalho foi verificar a influência do português e do inglês sobre o italiano durante a leitura de palavras isoladas. Testamos a hipótese da não seletividade das línguas onde esperávamos encontrar um efeito de facilitação cognata. Os resultados mostra

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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 (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 b

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Zhu, Yanjiao, and Peggy Pik Ki Mok. "Visual recognition of cognates and interlingual homographs in two non-native languages." Linguistic Approaches to Bilingualism 10, no. 4 (2018): 441–70. http://dx.doi.org/10.1075/lab.17049.zhu.

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Abstract Previous studies on bilingual visual word recognition have been mainly based on European participants, while less is understood about Asian populations. In this study, the recognition of German-English cognates and interlingual homographs in lexical decision tasks was examined in the two non-native languages of Cantonese-English-German trilinguals. In the L2 English task, cognates were reacted to faster and more accurately than their matched non-cognates, while in the equivalent L3 German task, no cognate facilitation effect was found. However, cognate facilitation effects on response

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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 (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

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Fuster, Joaquín M. "Cortex and Memory: Emergence of a New Paradigm." Journal of Cognitive Neuroscience 21, no. 11 (2009): 2047–72. http://dx.doi.org/10.1162/jocn.2009.21280.

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Converging evidence from humans and nonhuman primates is obliging us to abandon conventional models in favor of a radically different, distributed-network paradigm of cortical memory. Central to the new paradigm is the concept of memory network or cognit—that is, a memory or an item of knowledge defined by a pattern of connections between neuron populations associated by experience. Cognits are hierarchically organized in terms of semantic abstraction and complexity. Complex cognits link neurons in noncontiguous cortical areas of prefrontal and posterior association cortex. Cognits overlap and

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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 (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

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Toassi, Pâmela Freitas Pereira, Mailce Borges Mota, and Elisângela Nogueira Teixeira. "O efeito de palavras cognatas no acesso lexical do inglês como terceira língua." Cadernos de Tradução 40, esp2 (2020): 74–96. http://dx.doi.org/10.5007/2175-7968.2020v40nesp2p74.

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Neste artigo apresentamos os resultados de um experimento conduzido com o objetivo de investigar o efeito de cognatos triplos no acesso lexical de falantes de inglês (L3), alemão (L2), e português brasileiro (L1). Os participantes desempenharam uma tarefa de leitura, contendo 60 sentenças experimentais com as seguintes palavras críticas: cognatos triplos, cognatos duplos entre o português brasileiro e o inglês, e cognatos duplos entre o alemão e o inglês. Os movimentos dos olhos dos participantes foram monitorados enquanto eles desempenhavam a tarefa. As medidas de primeira fixação e tempo de

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Lakshminarayana, K., and K. Ch Butchi Raju. "Cognate connections and their application to function cognates and overconstrained linkages." Mechanism and Machine Theory 20, no. 5 (1985): 399–407. http://dx.doi.org/10.1016/0094-114x(85)90044-8.

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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 (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 L

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Cristoffanini, Paula, Kim Kirsner, and Dan Milech. "Bilingual Lexical Representation: The Status of Spanish-English Cognates." Quarterly Journal of Experimental Psychology Section A 38, no. 3 (1986): 367–93. http://dx.doi.org/10.1080/14640748608401604.

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Two experiments were conducted to determine the functional status of cognates. Two hypotheses were considered. According to the first hypothesis, language is a critical feature governing lexical organization, and cognates may therefore be equated with morphologically unrelated translations. According to a second hypothesis, however, language is not a critical feature governing lexical organization. Instead, the boundaries between perceptual categories are determined by morphological considerations, and cognates may therefore be equated with intra-lingual variations such as inflections and deri

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Fidler, Jorik, and Katja Lochtman. "The Effect of Cognates on Cognitive Control in Late Sequential Multilinguals: A Bilingual Advantage?" Behavioral Sciences 9, no. 3 (2019): 25. http://dx.doi.org/10.3390/bs9030025.

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The present study investigated the influence of Dutch-German cognates resp. orthographic neighbors on controlled language processing (i.e., response inhibition). Two monolingual Stroop tasks (Dutch and German) were performed by Dutch-speaking participants who could and could not speak German, and by French-speaking participants who could speak German. The question is whether or not cognate language processing affects cognitive control, resulting in a possible bilingual advantage. In the German Stroop task, we found additional advantages in congruent, as well as incongruent, trials for the two

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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 (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 e

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Hancin-Bhatt, Barbara, and William Nagy. "Lexical transfer and second language morphological development." Applied Psycholinguistics 15, no. 3 (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

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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 (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

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Rodriguez, Timothy A. "Teaching Cognates in Isolation and Context: A Practical Note on Montelongo, et al. (2009)." Psychological Reports 107, no. 2 (2010): 564–66. http://dx.doi.org/10.2466/11.28.pr0.107.5.564-566.

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The use of cognates in teaching word identification and vocabulary meaning is an underused resource in the teaching of English-language learners, especially for learners whose language is similar to English, e.g., Spanish. A recent study by Montelongo, Hernandez, Herter, and Hernandez reported that the effect of initial consonants was strong for recognizing words in isolation. In addition, they pointed out that cognates containing suffixes identical between English and Spanish were more quickly recognized than cognates containing similar but not identical suffixes. Further, they stated teacher

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Martínez García, María Teresa. "Language bias and proficiency effects on cross-language activation." Linguistic Approaches to Bilingualism 10, no. 6 (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

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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 (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 li

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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 (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 at

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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 (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

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Lindgren, Josefin, and Ute Bohnacker. "Vocabulary development in closely-related languages." Linguistic Approaches to Bilingualism 10, no. 5 (2019): 587–622. http://dx.doi.org/10.1075/lab.18041.lin.

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Abstract This paper investigates vocabulary comprehension and production in 46 bilingual Swedish-German children age 4–6 growing up in Sweden. Using a newly developed tool, the Cross-linguistic Lexical Task (CLT, Haman, Łuniewska & Pomiechowska 2015), the children’s receptive and expressive vocabulary knowledge of nouns and verbs is assessed in both their languages, compared to each other and over age. Performance on test items of different word types (nouns/verbs; cognates/non-cognates) is also explored. There are clear vocabulary gains with age for the majority language Swedish, but not

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SIYAMBALAPITIYA, SAMANTHA, HELEN J. CHENERY, and DAVID A. COPLAND. "Bilingualism and aging: Reversal of the cognate advantage in older bilingual adults." Applied Psycholinguistics 30, no. 3 (2009): 531–54. http://dx.doi.org/10.1017/s0142716409090262.

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ABSTRACTThis study aimed to investigate cognate/noncognate processing distinctions in young adult bilinguals and examined whether the previously reported cognate facilitation effect would also be demonstrated in older adult bilinguals. Two groups of Italian–English bilingual participants performed lexical decisions in repetition priming experiments. Results for the younger bilinguals corresponded to previous findings, and indicated the expected reaction time advantage for cognates over noncognates. The older bilinguals, however, only demonstrated a cognate advantage in the within-language cond

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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 (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 wor

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Denicia-Carral, Claudia, Manuel Montes-y-Gómez, Luis Villaseñor-Pineda, and David Pinto-Avendaño. "Bilingual Document Clustering: Evaluating Cognates as Features / Le groupage de documents bilingues : l’évaluation des cognats comme caractéristiques." Canadian Journal of Information and Library Science 35, no. 3 (2011): 265–86. http://dx.doi.org/10.1353/ils.2011.0022.

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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

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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 (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,

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Hopp, Holger. "Cross-linguistic lexical and syntactic co-activation in L2 sentence processing." Linguistic Approaches to Bilingualism 7, no. 1 (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

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Azieb, Samia, Rajai AL-Khanji, and Majid Tarawneh. "French-English Cognates in the Jordanian Foreign Language Learning Classroom: Friends or Foes?" International Education Studies 14, no. 7 (2021): 72. http://dx.doi.org/10.5539/ies.v14n7p72.

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The aim of the present study is two-fold in essence. First, it aims at finding out the extent to which cognates&rsquo; recognition aids Jordanian French-English bilinguals to translate from English into French. Second, it seeks to determine if such recognition can be a good strategy in learning foreign languages. Accordingly, a Translation Elicitation Task containing cognates and false cognates was devised and given to a sample of 31 students majoring in French at both the B.A and M.A levels at the University of Jordan. Findings of the study showed that most students did benefit from their

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STARREVELD, PETER A., ANNETTE M. B. DE GROOT, BART M. M. ROSSMARK, and JANET G. VAN HELL. "Parallel language activation during word processing in bilinguals: Evidence from word production in sentence context." Bilingualism: Language and Cognition 17, no. 2 (2013): 258–76. http://dx.doi.org/10.1017/s1366728913000308.

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In two picture-naming experiments we examined whether bilinguals co-activate the non-target language during word production in the target language. The pictures were presented out-of-context (Experiment 1) or in visually presented sentence contexts (Experiment 2). In both experiments different participant groups performed the task in Dutch, their native language (L1), or in English, their second language (L2). The pictures’ names were Dutch–English cognates or non-cognates, the cognate effect serving as the marker of activation of the non-target language. In Experiment 2 we also examined the e

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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, high

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COP, USCHI, NICOLAS DIRIX, EVA VAN ASSCHE, DENIS DRIEGHE, and WOUTER DUYCK. "Reading a book in one or two languages? An eye movement study of cognate facilitation in L1 and L2 reading." Bilingualism: Language and Cognition 20, no. 4 (2016): 747–69. http://dx.doi.org/10.1017/s1366728916000213.

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This study examined how noun reading by bilinguals is influenced by orthographic similarity with their translation equivalents in another language. Eye movements of Dutch–English bilinguals reading an entire novel in L1 and L2 were analyzed.In L2, we found a facilitatory effect of orthographic overlap. Additional facilitation for identical cognates was found for later eye movement measures. This shows that the complex, semantic context of a novel does not eliminate cross-lingual activation in natural reading.In L1 we detected non-identical cognate facilitation for first fixation durations of l

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Van Assche, Eva, Wouter Duyck, Robert J. Hartsuiker, and Kevin Diependaele. "Does Bilingualism Change Native-Language Reading?" Psychological Science 20, no. 8 (2009): 923–27. http://dx.doi.org/10.1111/j.1467-9280.2009.02389.x.

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Becoming a bilingual can change a person's cognitive functioning and language processing in a number of ways. This study focused on how knowledge of a second language influences how people read sentences written in their native language. We used the cognate-facilitation effect as a marker of cross-lingual activations in both languages. Cognates (e.g., Dutch-English schip [ship]) and controls were presented in a sentence context, and eye movements were monitored. Results showed faster reading times for cognates than for controls. Thus, this study shows that one of people's most automated skills

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Allen, David. "An Overview and Synthesis of Research on English Loanwords in Japanese." Vocabulary Learning and Instruction 9, no. 1 (2020): 33–50. http://dx.doi.org/10.7820/vli.v09.1.allen.a.

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Loanwords in Japanese that share form and meaning with English words are referred to as Japanese-English cognates (e.g., ラジオ /radӡio/ “radio”) and are of fundamental concern for researchers concerned with vocabulary learning and instruction. This concern is reflected in the growing body of research into Japanese-English cognates in applied linguistics, which has addressed a wide range of questions in different contexts and with various methodologies. However, the research relevant to applied linguists appears not only in various domestic and international learning- and teaching-focused publica

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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

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