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Previous studies analysing the differences in emotionality in first and second language suggest that affective content of lexical items is modulated in certain contexts. This paper investigates the differences in valence and arousal ratings for 300 early words, in both oral and written modalities, through speakers' subjective appraisal of words given by two immersion groups of Spanish late bilinguals (Chinese and European) compared with a group of native speakers. The main goal of our study is to identify the lexical areas where variability occurs, regarding to a set of affective (emotional charge and intensity), grammatical (nouns, adjectives and verbs) and semantic (concreteness) features of words. Our results show that valence is the dimension where the greatest variability is observed between native and bilinguals, although the influence of the independent factors differs considerably. Besides, arousal yields illuminating data regarding the grammatical category of words and differentiation between the groups of participants. [ABSTRACT FROM AUTHOR]

Objective: Verbal fluency tests are quick and easy to administer neuropsychological measures and are regularly used in neuropsychological assessment. Additionally, phonological fluency is a widely used paradigm that is sensitive to cognitive impairment. This paper offers normative data of phonological verbal fluency (letters P, M, R) for Spanish middle- and older-aged adults, considering sociodemographic factors, and different measures such as the total number of words, errors (perseveration and intrusions), and 15 sec-segmented scores. Method: A total of 1165 cognitively unimpaired participants aged between 50 and 89 years old, participated in the study. Data for P were obtained for all participants. Letters M and R were also administered to a subsample of participants (852) aged 60 to 89 years. In addition, errors and words produced every 15 seconds were collected in the subsample. To verify the effect of sociodemographic variables, linear regression was used. Adjustments were calculated for variables that explained at least 5% of the variance (R 2 ≥.05). Results: Means and standard deviations by age, scaled scores, and percentiles for all tests across different measures are shown. No determination coefficients equal to or greater than.05 were found for sex or age. The need to establish adjustments for the educational level was only found in some of the measures. Conclusions: The current norms provide clinically useful data to evaluate Spanish-speaking natives from Spain aged from 50 to 89 years. Specific patterns of cognitive impairment can be analyzed using these normative data and may be important in neuropsychological assessment. [ABSTRACT FROM AUTHOR]

In February and March of 1812, Indigenous, mestizo, and creole rebels led an uprising in and around the colonial city of Huánuco in the viceroyalty of Peru. The diversity of the insurgent army reflected, to an extent, the vision of bilingual friars who, in the months preceding the uprising, had written, translated, and distributed pasquinades that called on residents to unite and drive out the Spanish. Although the insurgent army had two initial victories, Spanish authorities quickly put down the movement and began an investigation into the motives and leaders of the rebellion. Their interrogations led them to the subversive friars and the " papeles seductivos " (seductive papers) that these men of the cloth had been circulating. Using a collection of digitized documents from the uprising, which includes several examples of these seditious verses, this paper examines the significance of the Huánuco Rebellion in Peruvian and Latin American history. The rebellion demonstrates the potential of friars in their role as mediators of information to destabilize colonial relations. Additionally, the diverse army of insurgents complicates, at least to a degree, historians' frequent characterization of Peru in the independence era as a bastion of royalism beset by ethnic tension. [ABSTRACT FROM AUTHOR]

This paper focuses on the spectral properties of anterior sibilant fricatives in Northern Peninsular Spanish, and sibilant-merging and non-merging varieties of Basque. Non-merging varieties of Basque have two voiceless anterior sibilant fricatives, characterized as apico-alveolar and lamino-alveolar. In other Basque varieties, however, these two phonemes have merged with varying results. Twenty-four participants divided into four different groups have been studied. One group is a set of monolingual Spanish speakers from north-central Spain, while the remaining three are Basque–Spanish bilingual groups with different sibilant fricative systems in Basque. The goal is to describe the spectral properties of anterior sibilant fricatives and examine the effect of the L1-Basque sibilant system upon L2-Spanish. The Basque varieties chosen are: (i) Azpeitia Basque, where merging in favor of the lamino-alveolar sibilant fricative has occurred; (ii) Lemoa Basque, where the merging in favor of the apico-alveolar sibilant fricative is widespread; and (iii) Goizueta Basque, where no merging has happened. Participants took part in an elicitation task where they produced sentences containing target words with an intervocalic anterior sibilant fricative in Basque and Spanish. Bayesian probability was used for inferential statistics. Speakers of the non-merging Basque variety show the narrowest acoustic dispersion of /s/ in Spanish, as opposed to broader diffusion in the other three groups. Regarding L1 transfer, while the Azpeitia group does not show transfer into Spanish, the Lemoa and Goizueta groups do. Results show that /s/ is more fronted for monolingual Spanish speakers from north-central Spain than the previous literature has reported. [ABSTRACT FROM AUTHOR]

This paper examines linguistic, cognitive, and social factors in the development of an ongoing sound change in Andalusian Spanish related to the crosslinguistically well-known process of syllable coda lenition. The resyllabification of word internal /-s/ when followed by dental plosive /t/, in words such as lingüística [liŋ⋅ˈgujs⋅ti⋅ka] 'linguistics' realized as [liŋ⋅ˈguj⋅tsi⋅ka], results in an affricate sound [ts] that may be indexed in different ways within the speech community. Findings are reported from a trend study of two sample surveys separated by a twenty-year time gap, acoustic analysis, and two perception experiments. Acoustic phonetics, historical linguistics, theoretical phonology, and sociolinguistic studies provide the theoretical background to help explain the development of this sound change and its connection with other phonological features of Andalusian Spanish. Development of the affricate allophone is a natural outcome consistent with universal constraints boosted by the recent emergence of a regional koine, where its indexicality is undetermined. [ABSTRACT FROM AUTHOR]

Spanish verb-complement (VC) compounds, one of the most common compound types in Spanish, raise interesting questions, because they are inflected, prototypically containing a verb in the third-person singular of the present indicative. This complexity seems paradoxical, given the strong restrictions of Romance languages on word compounding. Based on a self-compiled corpus of over 1,400 VC compounds, we show that the compound's verb may display different persons and illocutionary forces. We claim that all Spanish VC compounds can be parsimoniously accounted for as involving a grammaticalized perspective-indexing structure, setting up a non-actual enunciation. We identify three subtypes of nominal VC compounds according to whether they refer to: (i) the fictive addresser of the non-actual enunciation it is composed of (e.g. metomentodo [I+put+myself+into+everything], 'meddler'), (ii) the fictive addressee (e.g. tentetieso [hold+yourself+upright], 'tilting doll'), or (iii) the fictive conversational topic (e.g. pintalabios [paints+lips], 'lipstick'). We further argue that, despite undeniable morphological constraints, Spanish VC compounds involve a similarly complex semantic and morphological structure as English multi-word compounds like ' wanna-be (s)', ' forget-me-not (s)', or ' bring-and-buy sale'. This reveals that intersubjectivity can be central to word formation. [ABSTRACT FROM AUTHOR]

Political candidates use Spanish-language appeals in efforts to increase their support among Hispanic voters. We argue that candidates, Hispanic or not, can use Spanish to signal closeness to Hispanics and posit that the effectiveness of these appeals is conditional on proficiency. To test this, we run two experiments where participants listen to an audio clip of a hypothetical candidate's stump speech. We vary the ethnicity of the candidate (Anglo or Hispanic) and the language of the speech (English, non-native Spanish, and native-like Spanish). We find that Hispanic support for the Anglo and Hispanic candidates is higher in the native-like Spanish condition compared with the English-only condition. Relative to the English condition, non-native Spanish does not increase support for the Anglo candidate, but it decreases support for the Hispanic candidate. We find mixed effects for Anglo participants. Our results suggest that candidates can effectively appeal to Hispanic voters using Spanish-language messages. [ABSTRACT FROM AUTHOR]

Objective: In the wake of the national controversy over demographically corrected normative comparisons used in neuropsychological assessment, the field finds itself in need of adopting better practices and providing stronger instruction in norm selection and application when assessing underrepresented populations. Neuropsychologists must employ critical thinking within their clinical decision-making that takes into account patient demographics, analysis of the measures themselves, normative samples, and statistical adjustments employed in normative studies. Not doing so may result in erroneous diagnostic conclusions, exposing underserved patient populations to poor or harmful clinical care and even misdiagnosis. The following case series presents several demographic considerations illustrating how selection and application of different (at times, ill-fitting) normative reference groups can affect treatment outcomes in the Latinx community. We examined the performance of various published norms when applied to monolingual and bilingual Spanish speakers. Participants and Methods: This study samples three demographically diverse (i.e., education, age, and sex) clinical cases and applies regression-based and stratified norms to raw scores to demonstrate the possible differential outcomes when using different reference groups. One example is Ms. Congeniality, a 69-year-old, Spanish and English bilingual woman with 12 years of education who presented for a third revaluation at our clinic due to progressive memory loss. Her prior Spanish language profiles demonstrated impaired confrontation naming and steadily decreasing letter fluency over the past 10 years. Results: Her performance on semantic fluency (i.e., animal naming) showed relative stability based on her raw scores (10 in 2012, 11 in 2016, and 12 in 2022). Using the Neuropsi A&M norms, which stratify performance across nine age ranges between ages 6-85 and three education ranges between 0-10+ years, her performance over the past 10 years ranged between the less than 1st percentile to the 9th percentile (1%, 1%, and 9%, respectively). However, using the NP-NUMBRS norms, which use regression-based continuous age (19-60) and education (0-20) predictors of test performance, her scores corresponded to steadily improved performance (8%, 28%, and 86%). Thus, this qualitative comparison demonstrates a likely overcorrection for individuals of advanced age when using norms based on samples that are a poor fit because they lack representation of older adults, as in NP-NUMBRS, and a possible undercorrection when using norms with overly broad education stratifications (e.g., 10-22 years, as in Neuropsi). Conclusions: Application of ill-fitting normative standards can have far-reaching implications for interpretation of neuropsychological test results. Moreover, this case series exemplifies the need for higher-order instruction in norm selection, specifically for underserved communities who run the risk of being misdiagnosed. Through case examples, this study underscores the importance of understanding the unique effects of different demographic corrections in the context of limited available normative reference groups. This abstract is the first illustration in a series of papers aimed at facilitating the decision-making process within the framework of socially responsible neuropsychological practice. [ABSTRACT FROM AUTHOR]

In this conceptual replication of Sparks and Dale ([2023]. The prediction from MLAT to L2 achievement is largely due to MLAT asessment of underlying L1 abilities. Studies in Second Language Acquisition, 1–25) utilizing a dataset previously reported by Sparks et al. ([2009]. Long-term relationships among early L1 skills, L2 aptitude, L2 affect, and later L2 proficiency. Applied Psycholinguistics, 30, 725–755.), L1 achievement scores over 1st–5th grades and L2 aptitude scores from the Modern Language Aptitude Test (MLAT) in 9th grade were examined as predictors of L2 achievement for U.S. secondary students completing L2 courses in 9th and 10th grades. The study's focus was on the uniqueness and efficiency of MLAT with respect to measuring L1 achievement in predicting L2 achievement. All L1 measures and MLAT predicted L2 literacy and language, and L1 measures predicted MLAT scores. Word decoding was the strongest overall L1 predictor, though there was variation across the L2 measures. The unique contribution of MLAT was modest, as the majority of total prediction (77–86%) was due to L1 measures. The efficiency of MLAT in capturing predictive variance from L1 abilities was moderately high (median ∼73%) but variable across the L1 and L2 measures. Findings are generally consistent with those of Sparks and Dale (2023) showing that prediction from MLAT to L2 is largely due to MLAT's assessment of L1 abilities, even though a substantial amount of L2 prediction-relevant L1 variance is missed by MLAT. [ABSTRACT FROM AUTHOR]

Correctly spelling an English word requires a high-quality orthographic representation. When faced with spelling a complex word without a high-quality representation, spellers often rely on other knowledge sources (e.g., incomplete stored orthographic forms, phonological to orthographic relationships) to spell it. For bilinguals, another potentially facilitative source is knowledge of a word's lexical and sublexical representations in another language. In the current study we considered simultaneous effects of word-level (e.g., frequency, cognate status) and person-level (e.g., English spelling skill, prompting, bilingual status) predictors on college students' complex English word spelling. Monolinguals (English; n = 42) significantly outperformed bilinguals (Spanish and English; n = 76) on non-cognate spelling; no group differences emerged for cognate spelling accuracy. Within bilinguals, significantly higher spelling performance on cognates compared to non-cognates suggests cognate facilitation, with no prompting effects. Findings expand an interdisciplinary framework of understanding bilinguals' activation and use of cross-linguistic representations in spelling. [ABSTRACT FROM AUTHOR]

Sociodemographic information, such as a speaker's regional origin, is intimately related to the judgments and social evaluations that listeners assign to that speaker. This association between linguistic form and social information can also lead to linguistic profiling, a harmful form of discrimination. The present study examines the geographic classifications and social attitudes attributed to ten phonetic variants used within regional varieties of Iberian (i.e., European) Spanish. We are specifically interested in understanding listeners' geographical classifications and language attitudes held toward Andalusian Spanish, which is a less privileged regional variety spoken in Spain's southern region, as compared to north-central Peninsular Spanish (NCPS). The results of an online survey show that 165 listeners were fairly consistent when geographically classifying Andalusian-sounding stimuli as originating from the south of Spain. Importantly, the respondents also attributed less favorable social meaning to the Andalusian-sounding stimuli in comparison to the NCPS-sounding stimuli. We link the findings to broader themes in sociolinguistics, such as language-based discrimination, linguistic insecurity, and the social motivations of language change. [ABSTRACT FROM AUTHOR]

In 2016, Lawley proposed an easy-to-build spellchecker specifically designed to help second language (L2) learners in their writing process by facilitating self-correction. The aim was to overcome the disadvantages to L2 learners posed by generic spellcheckers (GSC), such as that embedded in Microsoft Word. Drawbacks include autocorrection, misdiagnoses, and overlooked errors. With the aim of imparting explicit L2 spelling knowledge, this correcting tool does not merely suggest possible alternatives to the detected error but also provides explanations of any relevant spelling patterns. Following Lawley's (2016) recommendations, the present study developed a prototype computer-based pedagogic spellchecker (PSC) to aid L2 learners in self-correcting their written production in Spanish. First, a corpus was used to identify frequent spelling errors of Spanish as a foreign language (SFL) learners. Handcrafted feedback was then designed to tackle the commonest misspellings. To subsequently evaluate this PSC's efficacy in error detection and correction, another learner Spanish corpus was used. Sixty compositions were analysed to determine the PSC's capacity for error recognition and feedback provision in comparison with that of a GSC. Results indicate that the PSC detected over 90% of the misspellings, significantly outperforming the GSC in error detection. Both provided adequate feedback on two out of three detected errors, but the pedagogic nature of the former has the added advantage of facilitating self-learning (Blázquez-Carretero & Woore, 2021). These findings suggest that it is feasible to develop spellcheckers that provide synchronous feedback, allowing SFL learners to confidently self-correct their writing while saving time and effort on the teacher's part. [ABSTRACT FROM AUTHOR]

The present study examines the effects of the frequency of phoneme, syllable, and word units in the Granada corpus of Spanish phonological speech errors. We computed several measures of phoneme and syllable frequency and selected the most sensitive ones, along with word (lexeme) frequency to compare the frequencies of source, target, and error units at the phoneme, syllable, and word levels. Results showed that phoneme targets have equivalent frequency to matched controls, whereas source phonemes are lower in frequency than chance (the Weak Source effect) and target phonemes (the Davideffect). Target, source, and error syllables and words also were of lower frequency than chance, and error words (when they occur) were lowest in frequency. Contrary to most current theories, which focus on faulty processing of the target units, present results suggest that faulty processing of the source units (phonemes, syllables, and words) is an important factor contributing to phonological speech errors. Low-frequency words and syllables have more difficulty ensuring that their phonemes, especially those of low frequency, are output only in their correct locations. [ABSTRACT FROM AUTHOR]

This article describes the usage of partial interrogatives without wh such as And you went...? in French and Spanish, and analyses the variation between such in-situ -Ø and in-situ-wh -interrogatives such as And you went where? On the basis of an analysis of in-situ -Ø-interrogatives in a corpus of spoken French and Spanish, these interrogatives are described as a particularly efficient means of realizing an information request. Due to the fact that their use is bound to contexts in which the information request is highly expected by the hearer, they can be produced using a minimal syntactic format and simultaneously ensure that the addressee produces the desired response. In comparison, the use of in-situ-wh is less context-sensitive. The analysis also investigates the possibility of differences between French and Spanish as regards the productivity of these interrogatives. An acceptability study of these interrogatives finds no significant difference in terms of the productivity and acceptability of in-situ -Ø in French and Spanish, whereas in-situ-wh reaches a higher acceptability in French than in Spanish. I interpret these results as evidence for a description of in-situ -Ø as an ad-hoc interactional resource whose use does not depend on conventionalization processes, whereas information-requesting in-situ-wh has become conventional in French. [ABSTRACT FROM AUTHOR]

The present study investigated the second language processing of grammatical mood in Spanish. Eye-movement data from a group of advanced proficiency second language users revealed nativelike processing with irregular verb stimuli but not with regular verb stimuli. A comparison group of native speakers showed the expected effect with both types of stimuli, but these were slightly more robust with irregular verbs than with regular verbs. We propose that the role of verb form regularity was due to the greater visual salience of Spanish subjunctive forms with irregular verbs versus regular verbs and possibly also due to less efficient processing of rule-based regular inflectional morphology versus whole irregular word forms. In any case, the results suggest that what appeared to be difficulty with sentence processing could be traced back to word-level processes, which appeared to be the primary area of difficulty. This outcome seems to go against theories that suggest that L2 sentence processing is shallow. [ABSTRACT FROM AUTHOR]

English monolinguals (Experiment 1) and first language (L1)-dominant, Spanish-English and Chinese-English bilinguals (Experiment 2), who differed in L1 orthographic depth (shallow: Spanish; deep: Chinese) and second language (L2–English) proficiency, decided whether visually presented letter strings were English words, while behavioral and EEG measures were recorded. The spelling-sound regularity and consistency of stimuli were covaried such that words had either regular/consistent (e.g., GATE) or irregular/inconsistent mappings (e.g., PINT). Irregular/inconsistent words elicited more positive P200 and less negative N400 amplitudes than regular/consistent words in monolinguals, yet only a P200 response in bilinguals. English proficiency modulated L2 reading strategies, such that bilinguals employed distinct reading unit sizes in the L2 than the L1 when L2 proficiency was low, but transferred L1 reading units to the L2 when L2 proficiency was high. ERP results suggest that high L2 proficiency may be a prerequisite to the cross-linguistic transfer of reading strategies. [ABSTRACT FROM AUTHOR]

This study is a replication and extension of Morgan-Short et al.'s (2018) investigation into the role of attention in input processing by L1-Polish learners of L2-Spanish, with proficiency and language of assessment explored as two key methodological factors. Our aims were twofold: to investigate learners' comprehension in different conditions with their L2 proficiency controlled for, and to examine this process when learners were tested using different languages. Data from three trials (N = 136) were analyzed: Trial-English, Trial-Polish, and Trial-Spanish, where comprehension was tested in English, Polish, or Spanish, respectively. Results showed that both L2 proficiency and language of assessment significantly affected learners' performance, with their scores being lower in the -n morpheme condition but only when comprehension was tested in English or Spanish. We discuss these findings both theoretically and methodologically, making recommendations on designing future replication studies and improving the generalizability of L2 findings across multiple research sites. [ABSTRACT FROM AUTHOR]

This study examines the role of language proficiency and other individual factors (attitudes, input) in the acquisition of language-specific [ð] and dialect-specific [∅] allophones of Spanish intervocalic /d/ in the /ado/ context by L2 and heritage Spanish speakers during a short-term study abroad in Sevilla, Spain. Twenty L2-intermediate, 10 L2-advanced, and 10 Heritage-advanced Spanish speakers completed a reading task at the beginning and the end of the program. Based on an acoustic analysis, a mixed-effects linear regression model found that only L2-advanced and Heritage-advanced groups demonstrated more approximant-like [ð] over time. However, proficiency level interacted with attitudes and input. There were a few [∅] realizations, mostly produced by an L2-advanced speaker who also demonstrated metalinguistic awareness of the dialect-specific allophone. The findings imply that advanced (L2 and heritage) speakers with favorable attitudes toward the local variety are most likely to demonstrate gradient language-specific allophonic changes during a short-term SA program. [ABSTRACT FROM AUTHOR]

This study investigates child heritage speakers' Spanish direct objects. A task designed to elicit direct objects was completed in Spanish and English by 40 child heritage speakers of Spanish in the U.S., and in Spanish by 24 monolingual children in Mexico. Both participant groups varied their direct object forms, following the same ranking: clitics>lexical NPs>omission>doubling. Animate referents promoted clitics; inanimate referents promoted lexical NPs. Among the heritage speakers, more Spanish experience and Spanish lexical proficiency predicted more clitic use (less omission and lexical NP use). We also argue that the child heritage speakers' production of strong pronouns, more lexical NPs, and masculine clitic lo with inanimate feminine referents suggest English influence. The study underscores the importance of examining structured variation, which revealed both similarities and differences between heritage and monolingual speakers. [ABSTRACT FROM AUTHOR]

Are bilingual speakers' representations of pronominal expressions completely independent in the two languages, or is there sharing of discourse-level representations cross-linguistically? In the present study, we address this question by using a sentence comprehension task that implements the cross-linguistic priming technique at the discourse-level. In two experiments conducted with Spanish–English bilinguals, we prime dis-preferred interpretations for ambiguous pronouns in the second language (English) by using first language (Spanish) pronoun interpretation primes. In experiment 1, Spanish null pronouns prime second-mentioned/object interpretations in English, showing an effect of priming. In experiment 2, Spanish explicit pronouns prime second-mentioned/object interpretations in English, indicating that an effect of priming approaches significance. The results demonstrate that bilinguals' inferences about probability distributions and coherence relations are susceptible to cross-linguistic influence. The strength of the priming effect is discussed within models of cross-language abstract representations. [ABSTRACT FROM AUTHOR]

The distribution of labials and coronals within Spanish CVCVCV words and English and Dutch CVCVC words has been studied from a functional perspective and in fine detail. We argue that word recognition is key in the explanation of the results; as a word is pronounced, an increasing number of word candidates is eliminated, and consequently the beginning of the word has a higher communicative load than the more predictable end. We argue that this explains the favouring of labials at the beginning of the word and (some) coronals at the end. A novel finding in this study is that lexical stress is a relevant factor in the distribution of the studied consonants. A possible explanation is that stress plays a role in the elimination word candidates. In Spanish, English, and Dutch discourse, the majority of words begins with a stressed syllable and, therefore, an unstressed initial syllable eliminates more word candidates and the communicative load is reduced more, which affects the distribution of labials and (some) coronals. [ABSTRACT FROM AUTHOR]

The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in Tennessee and explored how various vocabulary knowledge conceptualizations predict English reading comprehension achievement, controlling for English word reading skills and grade level. Vocabulary knowledge was assessed using monolingual (English-only and Spanish-only) and bilingual (conceptual and total) scoring methods. Results showed that, while DLLs performed below the national mean for English-only and Spanish-only vocabulary, they performed within the average to above-average range for bilingually scored conceptual vocabulary. More uniquely, the expressive vocabulary knowledge emerged as a robust predictor of English reading comprehension above and beyond the influence of English word reading skills. Findings suggest practical and theoretical value of bilingually driven vocabulary assessment approaches. As expected, bilingually scored vocabulary provided a more comprehensive understanding of DLLs' vocabulary knowledge by accounting for vocabulary knowledge in both Spanish and English, compared to monolingually scored vocabulary. We discuss theoretical and instructional implications, with a focus on asset-driven and scientific assessment understandings for supporting DLLs' vocabulary and reading achievement in new destination states. [ABSTRACT FROM AUTHOR]

This article investigates whether human masculine plural noun phrases (NPs) in Spanish, which can be interpreted with an exclusively masculine or a mixed-gender meaning, are a case of balanced or unbalanced ambiguity. The results of an experiment using a sentence continuation task with oral stimuli are consistent with the claim that masculine grammatical gender biases listeners toward an exclusively masculine interpretation. The acceptance rate of continuations with the pronoun uno/una referring to a masculine plural antecedent showed that the exclusively masculine meaning of the NP is accessed more frequently and involves a lower cognitive cost than the mixed-gender interpretation. Further, this effect interacts with the stereotypicality of the noun: nouns independently established to carry a masculine stereotype are less likely to be associated with a mixed-gender interpretation. The study also found that the speakers' attitudes toward nonsexist language predict their acceptance of the mixed-gender interpretation of masculine NPs. [ABSTRACT FROM AUTHOR]

Among bilinguals, language-related variables such as first and second language proficiency and balance may be related to important cognitive and academic outcomes, but approaches to characterizing these variables are inconsistent, particularly among at-risk samples of children. The current study employed comprehensive language assessment of English and Spanish language skills and contrasted various approaches to the characterization of language among at-risk ELs in middle school (N = 161). Specifically, we contrasted variable-centered and person-centered approaches, and convergence between objective and self-report measures. Findings support a two-factor structure of English and Spanish language skills in this population, three profiles of students (balanced, moderately unbalanced-higher Spanish, and very unbalanced-higher English), convergence between variable-centered and person-centered approaches, and mixed support for subjective indices of usage. Results provide a foundation from which to examine the roles of L1 and L2 proficiency as well as balance in important cognitive and academic outcomes in this at-risk and understudied population. [ABSTRACT FROM AUTHOR]

Listeners are sensitive to speech sounds' probability distributions. Distributional training (DT) studies with adults typically involve conscious activation of phoneme labels. We show that distributional exposure can shift existing phoneme boundaries (Spanish /e/–/i/) pre-attentively. Using a DT paradigm involving two bimodal distributions we assessed listener's neural discrimination across three sounds, showing pre-to-post-test improvement for the two adjacent sounds that fell into different clusters of the trained distribution than for those that fell into one cluster. Upon unattended exposure to an intricate stimulus set, listeners thus relocate native phoneme boundaries. We assessed whether the paradigm also works for category creation (Spanish establishing a duration contrast), where it has methodological advantages over the usual unimodal-versus-bimodal paradigm. DT yielded a greater effect for the /e/–/i/ boundary shift than for duration contrast creation. It seems that second-language phoneme contrasts similar to native ones might be easier to acquire than new contrasts. [ABSTRACT FROM AUTHOR]

The use of future subjunctive (FS) has suffered a steady decline in written Spanish from the fourteenth century. It is not clear whether it disappeared similarly in each clause, and whether its use was determined by regional distinctions to be considered as a dialectal feature. Granda (1986) suggested that the Hispanic Caribbean countries in the Americas were more conservative in the use of FS in contrast to other regions in a southerly direction. Ramírez-Luengo (2008), however, argued that FS decline occurred uniformly in the Americas, with the eighteenth century being the critical time for the substitution. In a sample of 45 legal documents (60,852 words) from the sixteenth, seventeenth, eighteenth, and nineteenth centuries, issued in northwest and southwest Colombia, the proportions of FS and other alternating forms were equally likely in both regions. FS tabulations were less likely to occur in the nineteenth century within relative clauses, while they were equally likely to occur in conditional protases. This suggests that FS in written Spanish does not show dialectal differences and that its decline might have occurred earlier in relative clauses than conditional protases, probably due to a stylistic motivation. [ABSTRACT FROM AUTHOR]

Objectives: We investigated the impact of culturally relevant social, educational, and language factors on cognitive test performance among Spanish speakers living near the US–Mexico border. Methods: Participants included 254 healthy native Spanish speakers from the Neuropsychological Norms for the US–Mexico Border Region in Spanish (NP-NUMBRS) project (Age: M = 37.3, SD = 10.4; Education: M = 10.7, SD = 4.3; 59% Female). A comprehensive neuropsychological battery was administered in Spanish. Individual test scaled scores and T-scores (based on region-specific norms adjusted for age, education, and sex) were averaged to create Global Mean Scaled and T-scores. Measures of culturally relevant factors included a self-reported indicator of educational quality/access (proportion of education in Spanish-speaking country, quality of school/classroom setting, stopped attending school to work), childhood socioeconomic environment (parental education, proportion of time living in Spanish-speaking country, childhood socioeconomic and health status, access to basic resources, work as a child), and Spanish/English language use and fluency. Results: Several culturally relevant variables were significantly associated with unadjusted Global Scaled Scores in univariable analyses. When using demographically adjusted T-scores, fewer culturally relevant characteristics were significant. In multivariable analyses, being bilingual (p =.04) and working as a child for one's own benefit compared to not working as a child (p =.006) were significantly associated with higher Global Mean T-score, accounting for 9% of variance. Conclusions: Demographically adjusted normative data provide a useful tool for the identification of brain dysfunction, as these account for much of the variance of sociocultural factors on cognitive test performance. Yet, certain culturally relevant variables still contributed to cognitive test performance above and beyond basic demographics, warranting further investigation. [ABSTRACT FROM AUTHOR]

This study examines a 30-item Spanish elicited imitation task (EIT) as a measure of global language proficiency for heritage language (HL) learners of Spanish. Results from Rasch modeling suggest that, while EIT scores demonstrated excellent reliability, the ability of much of the HL sample far exceeded the difficulty of the items. Differential item functioning analysis revealed that several items functioned differently for the present study's HL sample than for the second language learners from a prior study. Additionally, although EIT scores were strongly correlated with another proficiency measure for the present HL sample (e.g., the Diploma de español como lengua extranjera or DELE), common-person equating suggested that the EIT and the DELE may measure different latent variables. Overall, the results provide evidence of the EIT's utility as a proficiency assessment tool for research on HL learners, however, with limitations and the need for additional analyses discussed. [ABSTRACT FROM AUTHOR]

In the current study, we examined the role of first-language (L1) influence on the additional-language development of grammatical gender marking in Spanish. The participants were L1 speakers of English or French (N = 215), who were learning Spanish and who were at three instructional levels. The data came from their use of gender marking in noun-modifier pairs in an argumentative essay. We adopted the unified methodological framework developed by Scott Jarvis and we applied insights from variationist second language acquisition to contribute to the discussion about whether learners' L1 impacts variability in targetlike gender marking in additional-language Spanish. Specifically, we designed our study to investigate four types of evidence that Jarvis identified (intragroup homogeneity, intergroup heterogeneity, cross-language congruity, and intralingual contrasts), and we used variationist methods to account for other factors that are known to impact variable use of gender marking. The quantitative analyses supported each type of evidence, consequently demonstrating that these learners' L1 influenced their variable use of gender marking in Spanish. We concluded by reflecting on the contributions that the current study has made to the understanding of gender marking in additional-language Spanish and to research on L1 influence more generally. [ABSTRACT FROM AUTHOR]

The comprehension of Spanish verbal future and past tense of children with developmental language disorder (DLD) was evaluated in an eye-tracking experiment with 96 Spanish- and Catalan-speaking participants distributed in 4 groups: 24 children with DLD (Mage 7.8 years), 24 children with the same chronological age (Mage 7.8), 24 children with the same linguistic level (Mage 6.8 years), and 24 adults (Mage 22.5 years). Empirical data revealed that children with DLD can comprehend verbal tense, at least in the present experimental conditions. Based on the empirical results and despite some minor differences between the DLD group and the chronological control group, we suggest that tense morphology comprehension in DLD might be more typical than what is generally considered. Additionally, we propose that verbal comprehension difficulties in children with DLD might be less related to the lack of understanding of specific morphological markers, and more to an accumulation of difficulty which leads to a linguistic processing slowdown. [ABSTRACT FROM AUTHOR]

There is a distinction between languages that use the duration is length metaphor, like English (e.g., long time), and languages like Spanish that conceptualise time using the duration is quantity metaphor (e.g., much time). The present study examines the use of both metaphors, exploring their multimodal behaviour in Spanish speakers. We analyse co-speech gesture patterns in the TV news setting, using data from the NewsScape Library, that co-occur with expressions that trigger the duration is quantity construal (e.g., durante todo 'during the whole') and the duration is length construal in the from X to Y construction (e.g., desde el principio hasta el final 'from beginning to end'). Results show that both metaphors tend to co-occur with a semantic gesture, with a preference for the lateral axis, as reported in previous studies. However, our data also indicate that the direction of the gesture changes depending on the construal. The duration is quantity metaphor tends to be performed with gestures with an outwards direction, in contrast with the duration is length construal, which employ a left-to-right directionality. These differences in gesture realisation point to the existence of different construals for the concept of temporal duration. [ABSTRACT FROM AUTHOR]

Research on the second language (L2) acquisition of the Spanish copulas has been central to our understanding of key concepts and issues in the field of SLA such as stages of development and variability in L2s. However, this research has focused nearly exclusively on native English-speaking learners. The present study examined native Korean-speaking learners' acquisition and use of the Spanish copulas with adjectives in oral production. Analyses of the range and frequency of copula forms produced across four levels of Spanish language study revealed an increase in ser and estar use and a decrease in developmental omission as learner level increased. Predicate type, resultant state, and Spanish grammar score significantly influenced use of estar over ser. Comparison with native English-speaking learners revealed differences between first language groups in terms of rates of form use, but similar developmental trends and predictors of estar use overall. [ABSTRACT FROM AUTHOR]

In this article we examine the intertwined relationship between taste and mining culture in early modern Spanish worlds, highlighting descriptions of metals and minerals through which taste appears as an epistemic marker with symbolic dimensions. Drawing on different documents regarding mining practices, mineral vocabulary and metal appreciation in Spain, New Spain, Peru and the New Kingdom of Granada (c.1550-1640), our article contends that knowing minerals through taste in the Spanish worlds was part of a practice engaged with the senses, the body politic and its cosmological order. [ABSTRACT FROM AUTHOR]

This study reports an oral production experiment investigating the expression of existentiality in the Catalan of adult Catalan–Spanish early bilinguals (N = 58) with comparable proficiencies but different language dominance. The results show qualitative differences among the bilinguals in existential predicate selection and in their supply of partitive pronouns, modulated by language dominance. Balanced Bilinguals as well as Spanish-dominant bilinguals significantly produced more estar (in detriment of ser-hi and haver-hi) not only in locative contexts, where Catalan already presents optionality regulated by semantic differences, but also in existential constructions, where this optionality does not exist. We argue for indirect crosslinguistic influence (CLI), when the bilingual perceives certain structural overlap within constructions, mediating the influence from one structure to another one and expanding the limits of CLI. The qualitative differences found among bilinguals challenge the idea of a bilingualism continuum in Catalan–Spanish bilingualism with an identical mental representation. [ABSTRACT FROM AUTHOR]

Twitter data from a crisis that impacted many English–Spanish bilinguals show that the direction of codeswitches is associated with the statistically documented tendency of single speakers to prefer one language over another in their tweets, as gleaned from their tweeting history. Further, lexical diversity, a measure of vocabulary richness derived from information-theoretic measures of uncertainty in communication, is greater in proximity to a codeswitch than in productions remote from a switch. The prospects of a role for lexical diversity in characterizing the conditions for a language switch suggest that communicative precision may induce conditions that attenuate constraints against language mixing. [ABSTRACT FROM AUTHOR]

In Italian, null pronouns are typically interpreted toward antecedents in a prominent syntactic position, whereas overt pronouns prefer antecedents in lower positions. Interpretation preferences in Spanish are less clear. While comprehension and production have never been systematically compared in Italian and Spanish, here we look at the preferences for overt- and null-subject pronouns in the two languages using the same production and comprehension materials. Using an offline comprehension task with a group of Spanish and Italian speakers, we tested sentences where the type of pronoun (null vs. explicit) and position of the pronoun (anaphoric vs. cataphoric) are manipulated, to determine how context affects speakers' interpretations in the two languages. With two production tasks, we measured referential choice in controlled discourse contexts, linking the production patterns to the differences observed in comprehension. Our results indicate microvariation in the two null-subject languages, with Spanish following the Position of Antecedent Hypothesis but to a lesser degree than Italian. More specifically, in Spanish, the weaker object bias for overt pronouns parallels with a higher use of overt pronouns (and with fewer null pronouns) in contexts of topic maintenance. [ABSTRACT FROM AUTHOR]