Intro
Psycholinguistic Approaches to Production and Comprehension in Bilingual Adults and Children
Editorial page
Title page
Copyright page
Table of contents
Psycholinguistic approaches to production and comprehension in bilingual adults and children
Acknowledgements
References
Processing strategies used by Basque-French bilingual and Basque monolingual children for the production of the subject-agent in Basque
1.Introduction
2.The Competition Model: A model for language comprehension and production
2.1Cue validity
2.2Cue cost
2.3Application of the Competition Model to language production
3.Ergative case marking in Basque and its acquisition
4.The study
5.Method
5.1Participants
5.2Task and procedure
6.Results
6.1Data from Session 1
6.2Data from Session 2
6.3Data from Session 3
6.4Summary of the results
7.Discussion
7.1Local strategy (ergative noun marking) versus topological strategy (word order)
7.2One local strategy (ergative noun marking) versus another local strategy (ergative verb marking)
8.Conclusion
References
Bilingual language control across modalitiesThe relationship between mixed-language comprehension and production
1.Introduction
1.1The present study
2.Method
2.1Participants
2.2Tasks
2.2.1Mixed-language semantic categorisation task
2.2.2Single- and mixed-language verbal fluency
2.3Procedure
2.3.1General procedure
2.3.2Data analysis
2.3.2.1Mixed-language semantic categorisation task
2.3.2.2Single and mixed-language verbal-fluency
2.3.2.3Correlational analyses
3.Results
3.1Measures of mixed-language semantic categorisation task
3.1.1Effects of language, switch and switch directionality
3.1.2Global mixed-language comprehension
3.2Measures of single- and mixed-language verbal fluency.

3.2.1Single-language conditions
3.2.2Mixed-language condition
3.2.3Mixing costs
3.3Correlations between measures of mixed-language production and comprehension
4.Discussion
5.Conclusion
Funding
References
Bilingual reference productionA cognitive-computational account
1.Introduction
2.The study
2.1Participants
2.2Materials and procedure
2.2.1Narrative elicitation
2.2.2Lexical decision tasks
3.Analysis
3.1Computational analysis of referring expressions
3.2Analysis of the lexical decision task
4.Results
4.1Computational analysis of REs
4.1.1Weight of the activation factors across languages and groups of participants
4.1.2Activation of PRONs
4.1.3Activation of DEFDPs
4.2Lexical decision task
4.2.1Lexical decision task in Greek
4.2.2Lexical decision task in German
4.3Correlational analyses
5.Discussion and final remarks
Funding
References
Investigating vulnerabilities in grammatical processing of bilingualsInsights from Basque-Spanish adults and children
1.Introduction
1.1Gap between comprehension and production in the language processing of bilinguals
1.2Grammatical processing of verbs in production and comprehension
1.3Gap in grammatical processing of verbs in bilinguals: The current study
2.Method
2.1Participants
2.2Tasks
2.2.1Stimuli
2.2.2Sentence production task
2.2.3Sentence comprehension task
2.3Procedure
3.Results
3.1Data pre-processing
3.2Subject-verb agreement in Basque and Spanish
3.2.1Overall results on comprehension and production performance
3.2.2Role of exposure, age and morphological complexity on the gap size
3.3Object-verb agreement in Basque
4.Discussion
4.1Role of exposure (subject-verb processing in Spanish and Basque)
4.2Role of age (adults and children)
4.3Morphological complexity.

4.3.1Subject-verb agreement
4.3.2Object-verb agreement
5.Limitations of the study
6.Conclusion
Funding
Acknowledgments
References
Dominance, mode, and individual variation in bilingual speech production and perception
1.Introduction
2.Experiment 1: Production
2.1Method
2.1.1Participants
2.1.2Stimuli
2.1.3Procedure
2.1.4Annotation and measurements
2.1.5Analyses
2.2Results
2.2.1Bilinguals
2.2.2Bilinguals vs. monolinguals
2.3Interim discussion
3.Experiment 2: Perception - ABX
3.1Method
3.1.1Participants
3.1.2Stimuli
3.1.3Procedure
3.1.4Analyses
3.2Results
3.2.1Bilinguals
3.2.2Bilinguals vs. monolinguals
3.3Interim discussion
4.Experiment 3: Perception - AX
4.1Method
4.1.1Participants
4.1.2Stimuli
4.1.3Procedure
4.2Results
4.2.1Bilinguals
4.2.2Bilinguals vs. monolinguals
4.3Interim discussion
5.Production vs. perception
5.1Analyses
5.2Results
5.2.1Production and ABX
5.2.2Production and AX
5.3Interim discussion
6.General discussion
7.Conclusion
Funding
Acknowledgements
References
Child heritage speakers' production and comprehension of direct object clitic gender in Spanish
1.Introduction
2.Grammatical gender in Spanish
3.Children's acquisition of grammatical gender
3.1Children's production of grammatical gender
3.2Children's comprehension of grammatical gender
3.3Summary of previous research on children's acquisition of grammatical gender
4.Research questions
5.Methods
5.1Child participants
5.2Adult participants
5.3Materials and procedures
6.Results: Standardized vocabulary scores
7.Results: DO clitic tasks
7.1DO omission in lo/la production task
7.2DO clitic gender in lo/la production task
7.3Results: Lo-la comprehension
7.4Summary of results.

8.Discussion
8.1The impact of restricted input and contact-induced change on DO clitic production
8.2Comprehension of DO clitic gender
9.Conclusion
Acknowledgements
References
Basque-Spanish bilingual children's expressive and receptive grammatical abilities
1.Introduction
1.1Expressive-receptive gaps in bilingual lexical development
1.2Expressive-receptive gaps in bilingual grammatical development
1.3Spanish and Basque
1.4The current study
2.Methods
2.1Participants
2.2Materials
2.2.1Parent questionnaire
2.2.2BEST
2.2.3fLEX
2.3Procedure
2.4Error coding
3.Results
3.1Expressive-receptive gap
3.2Correlations with age and language exposure
3.3Effects of argument structure and cross-linguistic similarity
4.Discussion
4.1Expressive-receptive grammatical gap in Basque-Spanish bilingual children
4.2The role of language exposure
4.3The role of language similarity
4.4Theoretical implications for studying production and comprehension
4.5Practical implications
5.Conclusion
Funding
Acknowledgements
References
Adjective-noun order in Papiamento-Dutch code-switching
1.Introduction
2.Evaluation of theoretical models
3.Adjective-noun switches in Papiamento-Dutch
3.1Adjective-noun switches in Papiamento-Dutch bilingual production
3.2Towards the present study: Adjective-noun switches in Papiamento-Dutch bilingual comprehension
3.2.1Predictions for the present ERP study on Papiamento-Dutch
4.Materials and methods
4.1Participants
4.2Materials
4.3Procedure
4.3.1Electrophysiological recording
4.4Data analysis
5.Results
6.Discussion
7.Conclusion
Funding
Acknowledgments
References.

Production, comprehension and repetition of accusative case by monolingual Russian and bilingual Russian-Dutch and Russian-Hebrew-speaking children
1.Introduction
1.1Case marking and word order in Russian
1.2Case marking and word order in Dutch and Hebrew
1.3Acquisition of Russian case in monolingual and bilingual children
1.4The current study
2.Method
2.1Participants
2.2Experimental design
2.2.1Elicited production task
2.2.2Comprehension task
2.2.3Sentence repetition
2.3Procedure
3.Results
3.1Production of [acc] case inflections
3.2Comprehensions of [acc] case inflections
3.3Sentence repetition
3.4The impact of HL exposure on [acc] production, [acc] comprehension and sentence repetition in bilingual children
4.Discussion
4.1[acc] case in monolingual Russian-speaking children
4.2[acc] case in bilingual children who acquire Russian as a Heritage Language
4.3[acc] acquisition in bilingual children and uninterrupted length of HL acquisition and home language exposure
5.Conclusions
References
Index.