Effect of Multiple Translations and Cognate Status on Translation Recognition Performance of Balanced Bilinguals

Autor/inn/en	Boada, Roger; Sanchez-Casas, Rosa; Gavilan, Jose M.; Garcia-Albea, Jose E.; Tokowicz, Natasha
Titel	Effect of Multiple Translations and Cognate Status on Translation Recognition Performance of Balanced Bilinguals
Quelle	In: Bilingualism: Language and Cognition, 16 (2013) 1, S.183-197 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728912000223
Schlagwörter	Bilingualism; Language Dominance; Translation; Ambiguity (Semantics); Language Processing; Task Analysis; Spanish; Romance Languages; Word Recognition; Language Research + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachliche Dominanz; Sprachverarbeitung; Aufgabenanalyse; Spanisch; Romanische Sprache; Worterkennung; Sprachforschung
Abstract	When participants are asked to translate an ambiguous word, they are slower and less accurate than in the case of single-translation words (e.g., Laxen & Lavour, 2010; Tokowicz & Kroll, 2007). We report an experiment to further examine this multiple-translation effect by investigating the influence of variables shown to be relevant in bilingual processing. The experiment included cognates and non-cognates with one translation or with multiple translations. The latter were presented with their dominant or subordinate translations. Highly-proficient balanced bilinguals responded to a translation recognition task in the two language directions (Catalan-Spanish and Spanish-Catalan). The results showed a significant multiple-translation effect in both cognates and non-cognates. Moreover, this effect was obtained regardless of language dominance and translation direction. Participants were faster and more accurate when performing translation recognition for the dominant than for the subordinate translations. The findings are interpreted adopting the Distributed Representation Model (de Groot, 1992b). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10