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This study is aimed at examining the impact of ChatGPT on pediatric endocrine and metabolic conditions, particularly in the areas of screening and diagnosis, in both Chinese and English modes. A 40-question questionnaire covering the four most common pediatric endocrine and metabolic conditions was posed to ChatGPT in both Chinese and English three times each. Six pediatric endocrinologists evaluated the responses. ChatGPT performed better when responding to questions in English, with an unreliable rate of 7.5% compared to 27.5% for Chinese questions, indicating a more consistent response pattern in English. Among the reliable questions, the answers were more comprehensive and satisfactory in the English mode. We also found disparities in ChatGPT's performance when interacting with different target groups and diseases, with improved performance for questions posed by clinicians in English and better performance for questions related to diabetes and overweight/obesity in Chinese for both clinicians and patients. Language comprehension, providing incomprehensive answers, and errors in key data were the main contributors to the low scores, according to reviewer feedback. Conclusion: Despite these limitations, as ChatGPT continues to evolve and expand its network, it has significant potential as a practical and effective tool for clinical diagnosis and treatment. What is Known: • The deep learning-based large-language model ChatGPT holds great promise for improving clinical practice for both physicians and patients and has the potential to increase the speed and accuracy of disease screening and diagnosis, as well as enhance the overall efficiency of the medical process. However, the reliability and appropriateness of AI model responses in specific field remains unclear. • This study focused on the reliability and appropriateness of AI model responses to straightforward and fundamental questions related to the four most prevalent pediatric endocrine and metabolic disorders, for both healthcare providers and patients, in different language scenarios. What is New: • The AI model performed better when responding to questions in English, with more consistent, as well as more comprehensive and satisfactory responses. In addition, we also found disparities in ChatGPT's performance when interacting with different target groups and different diseases. • Despite these limitations, as ChatGPT continues to evolve and expand its network, it has significant potential as a practical and effective tool for clinical diagnosis and treatment. [ABSTRACT FROM AUTHOR]

Color terms divide the color spectrum differently across languages. Previous studies have reported that speakers of languages that have different words for light and dark blue (e.g., Russian siniy and goluboy) discriminate color chips sampled from these two linguistic categories faster than speakers of languages that use one basic color term for blue (e.g., English blue). This effect has been reported to be disrupted when participants engaged in a verbal interference task, suggesting that active language use can modulate the linguistic category effect. The current study provided a stringent test of this hypothesis by examining color discrimination under verbal interference in bilinguals speaking Lithuanian (two blue categories) and Norwegian (one blue category). The results revealed that the language activated during verbal interference had a significant impact on bilinguals' color discrimination. Specifically, Lithuanian–Norwegian bilinguals exhibited a color category effect only when performing the task under verbal interference in Lithuanian but not in Norwegian. This demonstrated, within the same individuals, the momentary effect of active language processing on color perception. A one‐page Accessible Summary of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org. [ABSTRACT FROM AUTHOR]

Some bilinguals with aphasia tend to mix languages within a single utterance. Two opposing views attribute this to difficulty with either language control or word retrieval. This study investigated the influence of factors that increase activation of the non-target language on the occurrence of language mixing errors. This increased activation predicts more language mixing errors if there is a language control issue, but not if they stem from word retrieval difficulties. A picture naming experiment was conducted with a bilingual individual with aphasia who showed language mixing. We investigated the influence of four factors likely to influence activation of representations of the non-target language on response accuracy, response latency and the occurrence of language selection errors: language, language mode, task, and phonological overlap between the target word and its translation equivalent. The increased activation of the non-target language induced by language mode, task and phonological overlap with the translation equivalent did not lead to an increase in language selection errors when compared to correct responses. This is despite the fact that these factors affected accuracy and response latency, in the direction that is expected in unimpaired bilingual performance. Results were not consistent with a disruption of the cognitive control needed to respond in the intended language. Instead, they highlight that language mixing in this individual, rather than being "pathological", is instead used as a strategy to potentially improve communication when lexical retrieval difficulties occur. Language mixing behaviours in aphasia may not be due to issues of control and have a communicative value that should be recognised. [ABSTRACT FROM AUTHOR]

Prominent models of bilingual visual word recognition posit a bottom-up nonselective view of lexical processing with parallel access to lexical candidates of both languages. However, these accounts do not accommodate recent findings of top-down effects on the relative global activation level of each language during bilingual reading. We conducted two eye-tracking experiments to systematically assess the degree of accessibility of each language in different global language contexts. When critical words were presented overtly in Experiment 1, code switches disrupted reading early during lexical processing, but not as much as pseudowords did. Participants zoomed out of the target language with increasing exposure to language switches. In Experiment 2, a monolingual language context was created by presenting critical words covertly as parafoveal previews. Here, code-switched words were treated like pseudowords, and participants remained zoomed in to the target language throughout the experiment. Switch direction analyses confirmed and extended these interpretations to provide further support for the role of global language control on lexical access, above and beyond effects due to proficiency differences across languages. Together, these data provide strong evidence for dynamic top-down adjustment of the degree of language selectivity during bilingual reading.

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In this study, the researcher examines and investigates the influence and role of the age on the acquisition of second language in it most important levels such as: language mode, bilingual lexical access, acquisition, semantics, and cognitive development. This study is divided into two chapters. In Chapter one the researcher gives the reader a brief introduction about the study; the study problem, the aims of the study and the value of his study. In chapter two, the researcher has started by defining the core concept of his study such as language mode, acquisition, second language acquisition etc. also, the researcher highlight the effect of age of acquisition and mode in processing language. In the conclusion, the researcher gives the reader an idea about what did he conclude and the results of his study. [ABSTRACT FROM AUTHOR]

This study examines relative weighting of two acoustic cues, vowel duration and spectra, in the perception of high front vowels by Japanese learners of English. Studies found that Japanese speakers rely heavily on duration to distinguish /iː/ and /ɪ/ in American English (AmE) as influenced by phonemic length in Japanese /ii/ and /i/, while spectral cues are more important for native AmE speakers. However, little is known as to whether and how this non-native perceptual weighting can change as a result of L2 learning. By employing computational and experimental methods, the present study shows that Japanese learners of English exhibit different cue weighting depending on which language they think they hear. The experiment shows that listeners use more spectral cues and less durational cues when they think they are listening to 'English' stimuli as opposed to 'Japanese' stimuli, despite the stimuli being identical. This result is generally in line with our computer simulation, which predicts distinct developmental paths in first language (L1) and second language (L2) perception. The Second Language Linguistic Perception (L2LP) model, which incorporates the language mode hypothesis, provides a comprehensive explanation for the current findings. [ABSTRACT FROM AUTHOR]

Juggling with structurally and semantically different language systems leads to constructions that differ from the typical patterns in a language. Typical patterns in the domain of motion are characterized by more verbs encoding path in French; and more verbs encoding the manner of motion in German. An increase of manner verbs in French, for instance, can be ascribed to an influence from German. The extent of typical or reversed patterns depends on interrelated factors such as speaker-related idiosyncrasies, language dominance configurations, and – arguably – the degree of language activation. Drawing on data from 154 French–German bilinguals who described motion events in different language modes, this paper combines interrelated questions on the role of language dominance, language mode manipulation and how these factors interact. Quantitative analyses on the use of motion verbs do not show the expected effects. The null results are discussed by comparing preceding studies showing contradictory findings. [ABSTRACT FROM AUTHOR]

• Multilingual students use of different languages while writing in English L2. • An elaboration of the Wang and Wen (2002) model reveals sub-activities. • The elaborated model shows English to be used mainly to read the text. • Swedish L1 is mainly used to comment and solve problems while writing. • A heritage language is used to generate context-specific ideas. This article examines six multilingual students' composing processes and language use while writing in L2 English. Four participants have two L1s: Swedish and either Bosnian (N = 2) or Macedonian (N = 2). The remaining two participants have Swedish as their L1. Building on an L2 composing model (Wang and Wen, 2002) and the theory of Language Mode (Grosjean, 2008), the study uses think-aloud data to examine participants' use of their language repertoires while writing an essay in L2 English. Think-aloud data revealed that Swedish served as the base language of thought for four of the participants. The other two participants used mainly English and for a greater range of composing activities. Bosnian, a heritage language for two of the participants, was used by one participant for context-specific idea-generation. The results suggest that multilinguals rely on their L1s vis-a-vis the target language for specific purposes when working individually on a complex task such as L2 writing. An elaboration of the Wang and Wen (2002) model revealed that English was used mainly to read the text being produced, whereas Swedish was used to comment on the writing process, to solve problems and to have an inner dialogue. [ABSTRACT FROM AUTHOR]

Highlights • Bilinguals with or without early Galician experience merge Galician mid vowels. • Galician and Spanish mid vowel contrasts occupy the same acoustic space. • Production of Galician and Spanish mid vowels is unaffected by code-switching. Abstract This paper examines the vowel productions of three groups of adult Galician-Spanish bilinguals: Spanish-dominant (SD) bilinguals, Galician-dominant (GD) bilinguals, and Dual Switch (DS) bilinguals who had early experience with Galician in the home, predominantly used Spanish upon school entry, but in adolescence/adulthood switched to Galician for ideological reasons. To examine how linguistic experience with Galician and Spanish affected the participants' speech, a cued picture-naming task, conducted in unilingual and code switched conditions, was used to elicit the Galician mid vowel contrasts /e-ɛ/ and /o-ɔ/ and the Spanish mid vowels /e/ and /o/. The results revealed no difference in either condition in normalised F1 and F2 across the front and back vowels in the two languages. These patterns not only held for the SD bilinguals, for whom vowel mergers were expected, but also the DS and GD bilinguals. As such, the study is the first to document widespread mergers of Galician mid-vowels in bilinguals with extensive early Galician language experience and regular use, and to demonstrate overlap with Spanish mid-vowel categories. The findings suggest that psycholinguistic factors, such as age of acquisition or language use, can only partially explain the data and that input-related and socio-indexical factors are equally critical in understanding the acquisition and maintenance of language-specific speech patterns. [ABSTRACT FROM AUTHOR]

While previous research has shown that bilinguals are able to effectively maintain two sets of phonetic norms, these two phonetic systems experience varying degrees of cross-linguistic influence, driven by both long-term (e.g., proficiency, immersion) and short-term (e.g., bilingual language contexts, code-switching, sociolinguistic) factors. This study examines the potential for linguistic environment, or the language norms of the broader community in which an interaction takes place, to serve as a source of short-term cross-linguistic phonetic influence. To investigate the role of linguistic environment, late bilinguals (L1 English—L2 Spanish) produced Spanish utterances in two sessions that differed in their linguistic environments: an English-dominant linguistic environment (Indiana, USA) and a Spanish-dominant linguistic environment (Madrid, Spain). Productions were analyzed at the fine-grained acoustic level, through an acoustic analysis of voice onset time, as well as more holistically through native speaker global accent ratings. Results showed that linguistic environment did not significantly impact either measure of phonetic production, regardless of a speaker’s second language proficiency. These results, in conjunction with previous results on long- and short-term sources of phonetic influence, suggest a possible primacy of the immediate context of an interaction, rather than broader community norms, in determining language mode and cross-linguistic influence.

For bilinguals, it is argued that a cognitive advantage can be linked to the constant management and need for conflict resolution that occurs when the two languages are co-activated (Bialystok, 2015). Language mode (Grosjean, 1998, 2001) is a significant variable that defines and shapes the language experiences of bilinguals and consequently, the cognitive advantages of bilingualism. Previous work, however, has not sufficiently tested the effects of language mode on the bilingual experience. In this brief conceptual analysis, we discuss the significance of language mode in bilingual work on speech perception, production, and reading. We offer possible explanations for conflicting findings and ways in which future work should control for its modulating effects.

This study examines the phonetic and phonological knowledge of Spanish and English /l/ by early and late Spanish-English bilinguals along a continuum of language dominance. Forty early Spanish-English bilinguals, divided into groups as a function of their immigrant generation (G1.5, G2, G3), and twenty L2 Spanish learners produced word-initial and word-final laterals in three separate sessions: monolingual Spanish session, monolingual English session, and bilingual Spanish/English session. Results indicate that all participants acquired the phonetic and allophonic characteristics of the lateral variants in each language, and that language dominance strongly predicts these bilinguals’ acoustic realization of Spanish and English laterals. The acoustic analyses reveal phonetic convergence as a result of language mode, but it is especially the laterals in the non-dominant language that are altered in bilingual mode. This study provides evidence of language dominance effects on the acoustic realization of Spanish and English laterals, and demonstrates the impact of language mode on the phonetic abilities of early and late bilinguals. It is proposed that a model of bilingual processing based on the principles of episodic frameworks, in which exemplars in a bilingual lexicon develop connections across languages and lexical processing activates the words of both languages non-selectively, can explain these findings. [ABSTRACT FROM AUTHOR]

For bilinguals, it is argued that a cognitive advantage can be linked to the constant management and need for conflict resolution that occurs when the two languages are co-activated (Bialystok, 2015). Language mode (Grosjean, 1998, 2001) is a significant variable that defines and shapes the language experiences of bilinguals and consequently, the cognitive advantages of bilingualism. Previous work, however, has not sufficiently tested the effects of language mode on the bilingual experience. In this brief conceptual analysis, we discuss the significance of language mode in bilingual work on speech perception, production, and reading. We offer possible explanations for conflicting findings and ways in which future work should control for its modulating effects. [ABSTRACT FROM AUTHOR]

Previous research indicates that alternating between a bilingual’s languages during speech production can lead to short-term increases in cross-language phonetic interaction. However, discrepancies exist between the reported L1–L2 effects in terms of direction and magnitude, and sometimes the effects are not found at all. The present study focused on L1 interference in L2, examining Voice Onset Time (VOT) of English voiceless stops produced by L1-dominant Czech-English bilinguals—interpreter trainees highly proficient in L2-English. We tested two hypotheses: (1) switching between languages induces an immediate increase in L1 interference during code-switching; and (2) due to global language co-activation, an increase in L1-to-L2 interference occurs when bilinguals interpret (translate) a message from L1 into L2 even if they do not produce L1 speech. Fourteen bilinguals uttered L2-English sentences under three conditions: L2-only, code-switching into L2, and interpreting into L2. Against expectation, the results showed that English VOT in the bilingual tasks tended to be longer and less Czech-like compared to the English-only task. This contradicts an earlier finding of L2 VOT converging temporarily towards L1 VOT values for comparable bilingual tasks performed by speakers from the same bilingual population. Participant-level inspection of our data suggests that besides language-background differences, individual language-switching strategies contribute to discrepancies between studies.

Purpose: The present study investigates the suprasegmental reflexes of code-switching, considering both language context (i.e., language mode) and language dominance. Design: To this end, an experimental oral production paradigm was administered to 14 Spanish-English bilinguals, comparing code-switched to non-switched productions and varying both context (monolingual or bilingual) and response language (dominant or non-dominant). Data and Analysis: Productions were analyzed for two suprasegmental features: pitch height and stressed vowel duration. Conclusions: Results indicate a significant effect of code-switching on suprasegmental production, with code-switched tokens produced with overall greater pitch movement and duration relative to non-switched tokens. These effects, however, were modulated by both language context and language dominance. Originality: Given the relation of prosody to cognitive factors, this novel approach to the suprasegmental features of code-switching, specifically considering language dominance and context, provides a unique opportunity to further the understanding of the underlying language switching process. Significance: These findings are addressed within a theoretical framework of predictability and hyper-articulation, and it is suggested that the suprasegmental realizations of code-switched tokens correspond to a degree of contextually driven predictability. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify patterns of multimodality and determine whether these patterns relate in any way to social and religious statuses of the Persian and English communities. To this end, by sending an announcement to an Iranian social network, network users were requested to forward their spam letters to one of the researchers' emails. Then, 70 Persian and 70 English spam letters were randomly selected for the rhetorical analysis of the language mode and the image mode. The results of the study indicated that for the image mode, similar strategies were utilized in both Persian and English spam letters. However, some general distinctions were found in the images. For the language mode, clear differences were observed in the employment of rhetorical figures between the spams. Distinctions rooted in cultural and religious values account for the differences in applying the strategies for the image and language modes. [ABSTRACT FROM AUTHOR]

Language mode theory proposes that language activation can span from a monolingual mode (predominant activation of one language) to bilingual mode (both languages activated). While some argue that linguistic performance is influenced by the language mode the bilingual speaker is in, others have found that language mode activation has no affect on performance. We show that changes in language mode can influence bilinguals’ language processing. Spanish–English bilinguals with both languages active (bilingual mode) took longer to reject non-words than Spanish–English bilinguals with one language active (monolingual English mode) and English monolinguals. In addition, reaction times for non-words were longer the more Spanish weighted the bilinguals were, with a linear relationship between non-word reaction times and bilingual dominance. Results can be best described by extending the Bilingual Model of Lexical Access of speech perception to reading. [ABSTRACT FROM AUTHOR]

Language is a very dynamic entity, so language change is inevitable, especially in contact settings. Most contact studies are based on recordings of spontaneous speech. Useful as this has been, such data cannot tell us everything: for one thing, they do not tell us much about the degree to which the attested changes are entrenched in bilinguals' linguistic competence, and whether the changes are manifested mostly in bilingual speech, i.e. when the speakers are codeswitching at the same time. This paper aims to look for converging evidence, a fairly recent notion (Schönefeld, 2011:1), by employing two experimental techniques to explore a single issue: Dutch influence on the word order of immigrant Turkish in the Netherlands. More specifically, the focus is on the position of the matrix verb in complex clauses. Dutch and Turkish differ in their word orders, specifically in the position of the verb. Although Turkish can be claimed to have a relatively free word order, it is canonically verb-final. Dutch, on the other hand, is a verb-medial language, at least in main clauses. This study discusses findings as to whether immigrant Turkish verb positioning differs from TR-Turkish practice, and whether the differences are more pronounced when speakers are in a bilingual mode. It studies data from three groups of participants; 1) Bilinguals in bilingual mode, 2) Bilinguals in monolingual mode and 3) Monolinguals. One method employs elicited 'production' data reflecting bilingual 'performance' and the other one 'judgments' reflecting 'comprehension' or 'linguistic knowledge' (i.e. converging evidence). Unconventionalities, changes in preferences and frequency differences in these data are interpreted subtypes of a contact-induced change in this paper. Interestingly, the data from the two different sources did not converge completely: for the structures caught up in change, the 'judgment' data showed full acceptability of both the changed and the non/changed structures, while the 'production' data showed a clear preference for the former. The paper finally focuses on the question what kind of change mechanism may be responsible for the changes. The findings point to restructuring (Heine & Kuteva), which overlaps with Johanson's frequential copying and Matras' ' other outcomes of pivot matching'. In conclusion, the results show that word order in Dutch Turkish is changing. [ABSTRACT FROM AUTHOR]

Although all bilinguals encounter cross-language interference (CLI), some bilinguals are more susceptible to interference than others. Here, we report on language performance of late bilinguals (Russian/German) on two bilingual tasks (interview, verbal fluency), their language use and switching habits. The only between-group difference was CLI: one group consistently produced significantly more errors of CLI on both tasks than the other (thereby replicating our findings from a bilingual picture naming task). This striking group difference in language control ability can only be explained by differences in cognitive control, not in language proficiency or language mode. [ABSTRACT FROM AUTHOR]

Transfer/interference has a long history in bilingualism research with moments of clear interest and moments of disregard. We are currently entering a period of renewed interest. In the first part of this article, it is argued that the only way to isolate transfer/interference from other contact phenomena such as code-switching and borrowing is to put bilingual speakers in a strictly monolingual language mode. In the second part, an attempt is made to differentiate between static and dynamic transfer/interference. It is suggested that we use the term ‘transfer’ for static phenomena which reflect permanent traces of one language (La) on the other (Lb), and that we use the term ‘interference’ for dynamic phenomena which are elements of the other language(s) which slip into the output of the language being spoken or written. According to this view, interferences are linked to processing. A way of differentiating empirically between transfer and interference is described. It is a byproduct of a study conducted at the University of Neuchâtel which was aimed at getting a better understanding of restructuring in an L1, based on the long-term influence of an L2. In the third part of the article, two other studies are described which examined the comprehension of speech containing transfers/interferences. [ABSTRACT FROM AUTHOR]

Lexical access was examined in English-Spanish bilinguals by monitoring eye fixations on target and lexical competitors as participants followed spoken instructions in English to click on one of the objects presented on a computer (e.g., 'Click on the beans'). Within-language lexical competitors had a phoneme onset in English that was shared with the target (e.g., 'beetle'). Between-language lexical competitors had a phoneme onset in Spanish that was shared with the target (' bi gote', 'mustache' in English). Participant groups varied in their age-of-acquisition of English and Spanish, and were examined in one of three language modes (Grosjean, 1998, 2001). A strong within-language (English) lexical competition (or cohort effect) was modulated by language mode and age of second language acquisition. A weaker between-language (Spanish) cohort effect was influenced primarily by the age-of-acquisition of Spanish. These results highlight the role of age-of-acquisition and mode in language processing. They are discussed in comparison to previous studies addressing the role of these two variables and in terms of existing models of bilingual word recognition. [ABSTRACT FROM AUTHOR]

Family dinner conversations can serve as a medium for the mutual involvement of children and parents in language socialization. In this study, early pragmatic development in a trilingual child is addressed from the perspective of the language dynamics of a multilingual family. How young children learn to adjust their speech to their interlocutors can be seen clearly in the language choices and the mixing patterns of the trilingual two-year-old. The child selected language(s) not only from the language(s) spoken to her but also with attention to her interlocutor's linguistic proficiencies and the language context in which she found herself along a monolingual to trilingual continuum. She shifted languages in family dinner conversations according to the norms established in the home. [ABSTRACT FROM AUTHOR]

A recurrent theme in the literature on trilingual language use is the question of whether there is a specific ‘trilingual competence.’ In this paper we consider this question in the light of codeswitching patterns in two dyadic trilingual conversations between a mother and daughter conducted in (Lebanese) Arabic, French, and English. Quantitative and qualitative analysis of codeswitching in both conversants shows that, despite the fact that both subjects are fluent in all three languages, uses of switching are significantly different for mother and daughter across a number of features, including relative frequency of different switch types, and the incidence of hybrid constructions involving items from two or more languages. The subjects appear to display qualitatively distinct profiles of competence in the trilingual mode. This in turn leads to the conclusion that the facts of trilingual language use are best characterized in terms of ‘multicompetence’ (Cook, 1991). The paper concludes with some further reflections on the uniqueness of trilingual language use (an ‘old chestnut’ in trilingualism research, cf. Klein, 1995). [ABSTRACT FROM AUTHOR]

Abstract: In a semantic priming study, we investigated the processing of German–English homographs such as gift (German = “poison”, English = “present”) in sentence contexts using a joint reaction time (RT)/event-related brain potential (ERP) measure. Native German speakers with intermediate or advanced knowledge of English (N = 48) performed an all-L2 (English) experiment where sentences such as “The woman gave her friend an expensive gift” (control prime: item) were presented, followed by targets (i.e., boss) for lexical decision. To test the role of global task effects during sentence processing, we presented half the participants (N = 24) with a 20-min silent film narrated in German and half (N = 24) with the film in English before the experiment. To address the development of task effects over time, we analyzed the first and second blocks of the experiment. The results showed a significant interaction between semantic priming, movie version, and block in both the RTs and ERPs: there was significant semantic priming in the RTs and modulations in the N200 and N400 components only for participants who viewed the German movie, and only during the first block. Results suggest that in an all-L2 sentence task with L2 pre-task priming (English film), decision thresholds are raised high enough to eliminate measurable influence of the L1 on the L2. Despite identical material, participants who viewed the German film had to adjust, or zoom in, to the all-L2 task. Implications of this zooming in process in are discussed in terms of the recent Bilingual Interactive Activation (BIA+) model of bilingual word recognition [T. Dijkstra, W.J.B. Van Heuven, The architecture of the bilingual word recognition system: from identification to decision, Bilingualism: Lang. Cogn. 5 (2002) 175–197]. [Copyright &y& Elsevier]

Prominent models of bilingual visual word recognition posit a bottom-up nonselective view of lexical processing with parallel access to lexical candidates of both languages. However, these accounts do not accommodate recent findings of top-down effects on the relative global activation level of each language during bilingual reading. We conducted two eye-tracking experiments to systematically assess the degree of accessibility of each language in different global language contexts. When critical words were presented overtly in Experiment 1, code switches disrupted reading early during lexical processing, but not as much as pseudowords did. Participants zoomed out of the target language with increasing exposure to language switches. In Experiment 2, a monolingual language context was created by presenting critical words covertly as parafoveal previews. Here, code-switched words were treated like pseudowords, and participants remained zoomed in to the target language throughout the experiment. Switch direction analyses confirmed and extended these interpretations to provide further support for the role of global language control on lexical access, above and beyond effects due to proficiency differences across languages. Together, these data provide strong evidence for dynamic top-down adjustment of the degree of language selectivity during bilingual reading., (Copyright © 2019 Elsevier B.V. All rights reserved.)

Early Spanish-English bilinguals and English controls were tested on the production and perception of negative, short-lag, and long-lag Voice Onset Time (VOT), VOT types spanning the Spanish and English phonetic categories: phonologically, negative and short-lag VOT stops are distinct phonemes in Spanish, but realizations of voiced stops in English. Dominance was critical: more English-dominant bilinguals produced more short-lag VOT stops in response to negative VOT stimuli, and were also less accurate than more balanced bilinguals at discriminating negative from short-lag VOT. Bilinguals performed similarly to monolinguals overall, but they produced more negative VOT tokens and shorter short-lag VOT in response to negative VOT. Their productions were also less well correlated with perception and showed more variation between individuals. These results highlight the variable nature of bilingual production and perception, and demonstrate the need to consider language dominance, individual variation, as well as modalities and tasks when studying bilinguals. [ABSTRACT FROM AUTHOR]