Department of Language Science

Bilinguals activate both languages when they intend to speak even one language alone (e.g., Kroll, Bobb, & Wodniekca, 2006). At the same time, they are able to select the language they intend to speak and switch back and forth between languages rapidly, with few production errors. Previous research utilizing behavioral (Linck, Kroll, & Sunderman, 2009) and neuroimaging techniques (ERPs and fMRI; Guo, Liu, Misra, & Kroll, 2011; Misra, Guo, Bobb, & Kroll, 2012) suggest that successful bilingual speech production is enabled by active inhibition of the language not in use. Results showing an asymmetric switching cost for the L1 compared to the L2 (with a larger cost -reflected in longer naming latencies-when switching from the L2 to the L1) have been taken as evidence that the L1 (usually the dominant language for bilinguals who learned their second language later in life) may need to be inhibited when speaking in the L2. However, there is still little research on the scope of this inhibitory process. The goal of this event-related functional magnetic resonance imaging study is to understand how the recruitment of neural areas implicated during bilingual language processing are shaped by the scope of language use. The results show that bilinguals engage a wide functional control network that is hierarchically engaged in local control for single lexical items, but extends further to the broader semantic level, and finally to the whole language. This functional network is modulated by proficiency in the L2.

This is the first study to examine the effect of questioning children about emotions and cognitions versus facts on children's stress reactivity and regulation, as well as children's abilities to discuss their subjective experiences, in the context of adult-child discussions about a stressful event. A total of 80 8- to 12-year-old children participated in a stressful laboratory task (i.e., Trier Social Stress Test). Following the task, half of the children were engaged in an emotion-focused conversation with an adult interviewer about the event, and half were engaged in a fact-focused conversation. Electrodermal and cardiac preejection activity and respiratory sinus arrhythmia were derived at baseline, during the laboratory stressor, and during the conversation to index stress reactivity and regulation. Children's narratives were coded for indicators of emotion processing (i.e., positive and negative emotion words, cognitive words [e.g., think, know]). Children's English language abilities, self-reported stress, and several parent-report measures (demographics, child life stress, and children's emotion regulation strategies) were also obtained. Results indicate that the emotion-focused interview facilitated children's discussions of their subjective experiences without increasing their stress reactivity and that children showed enhanced physiological stress regulation during the emotion-focused interview. This research will be of interest to those in the fields of child narratives, stress, and social context as well as to parents and practitioners interested in improving children's understanding, reporting, and recovery after stressful experiences.

In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other.