Bilingualism: Language and cognition

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  Año 2025, Vol. 28, Número 5

  • Research Article

    • Seleccionado

      Chinese EFL learners’ conceptual combination of English noun–noun compounds: Effects of relational information and English proficiency

      Gong Cheng, Hai Xu

      • Resumen

      págs. 1197-1208

      
    • Seleccionado

      Voice processing ability predicts second-language phoneme learning in early bilingual adults

      Gaël Cordero, Jazmin R. Paredes Paredes, Manuel Perea Lara , Núria Sebastián Gallés , Begoña Díaz Menéndez

      • Resumen

      págs. 1209-1226

      
    • Seleccionado

      Reversal rewards drive language switching during observational learning: Evidence from a dual-brain EEG study

      Junjun Huang, Mengjie Lv, Yingyi Xiang, Shuang Liu, Yujing Shen, John W. Schwieter, Huanhuan Liu

      • Resumen

      págs. 1227-1238

      
    • Seleccionado

      Tuning in to the prosody of a novel language is easier without orthography

      Kateřina Chládková, Václav Jonáš Podlipský, Lucie Jarůšková, Šárka Šimáčková

      • Resumen

      págs. 1239-1248

      
    • Seleccionado

      Learning L2 grammar from prediction errors? Verb biases in structural priming in comprehension and production

      Duygu F. Şafak, Holger Hopp

      • Resumen

      págs. 1249-1265

      
    • Seleccionado

      Phonetic reduction in native and non-native English speech: Assessing the intelligibility for L2 listeners

      Gil Verbeke, Holger Mitterer, Ellen Simon

      • Resumen

      págs. 1266-1280

      
    • Seleccionado

      Semantic processing of iconic signs is not automatic: Neural evidence from hearing non-signers

      Emily M. Akers, Katherine J. Midgley, Phillip Joseph Holcomb, Karen Emmorey

      • Resumen

      págs. 1281-1289

      
    • Seleccionado

      Community language exposure affects voice onset time patterns in Spanish-English bilingual children and functional English monolingual children

      Robert Mayr, Simona Montanari, Jeremy Steffman, Manifa Baghom

      • Resumen

      págs. 1290-1303

      
    • Seleccionado

      Greater sensitivity to communication partners’ perspectives in children learning a second language at school

      Valeria Agostini, Ian.A. Apperly, Andrea Krott

      • Resumen

      págs. 1304-1318

      
    • Seleccionado

      Prefix priming within and across languages in early and late bilinguals

      Jeonghwa Cho, Jonathan Brennan

      • Resumen

      págs. 1319-1345

      
    • Seleccionado

      Multifaceted multilingual experiences modulate neurocognitive mechanisms of task switching

      Haoyun Zhang, Defeng Li, Victoria Lai Cheng LEI, Teng Ieng Leong, Cheok Teng Leong, Jiaze Li, Ruey-Song Huang

      • Resumen

      págs. 1346-1362

      
    • Seleccionado

      Language switch costs in sentence comprehension between Chinese and English: Evidence from self-paced reading

      Mengyan Zhu, Patrick Sturt , Markus F. Damian

      • Resumen

      págs. 1363-1377

      
    • Seleccionado

      How bilingualism affects cognitive and linguistic skills in children with developmental language disorders

      Andrea Marini, Sara Andreetta, Alda Mita, Barbara Piccolo, Moira Berginc, Martina Ozbič

      • Resumen

      págs. 1378-1392

      
    • Seleccionado

      Crossing the cultural bridge: The role of inhibitory control during second language metaphor comprehension

      Jiayan Chen, Junmei Lv, Baoguo Chen

      • Resumen

      págs. 1393-1409

      
    • Seleccionado

      Determine emotion-label words: Quantifying emotional prototypicality of 1,122 second-language English words

      Chenggang Wu, Juan Zhang, Yaxuan Meng

      • Resumen

      págs. 1410-1417

      
    • Seleccionado

      Linguistic convergence in U.S.-raised Spanish–English bilinguals’ nominal demonstrative use

      Sarah Lease, Naomi L. Shin

      • Resumen

      págs. 1418-1431

      
    • Seleccionado

      How English orthographic proficiency modulates visual attention span in Italian learners with and without dyslexia

      Ilaria Venagli, Tanja Kupisch, Marie Lallier

      • Resumen

      págs. 1432-1445

      

  • Review Article

    • Seleccionado

      The “code-switching issue”: transition from (socio)linguistic to cognitive research

      Gulay Cedden, Patric Meyer, Basak Özkara, Christiane Von Stutterheim

      • Resumen

      págs. 1446-1459

      

  • Erratum

    • Seleccionado

      Phonetic reduction in native and non-native English speech: Assessing the intelligibility for L2 listeners – ERRATUM

      Gil Verbeke, Holger Mitterer, Ellen Simon

      págs. 1460-1460