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The present study aims to understand which factors contribute to different patterns of use of referring expressions by bilingual children, by considering the triangulation between language experience and proficiency, executive functions and cross-linguistic effects. We analyze reference use in Greek in the context of a narrative elicitation task as performed by 125 children of different language combinations, including Greek–Albanian, Greek–English and Greek–German. We calculate, for each child, an index of language experience that combines a proficiency measure with background questionnaire information. After identifying the occurrences of underinformative (underspecified) and overinformative (overspecified) referring expressions in the production of each child, we investigate to what extent each pattern of reference use is affected by language experience, cross-linguistic effects and executive functions. The study aims to shed some new light on the nature of overspecification and underspecification in bilingual reference production and, more in general, to model variation in reference use among bilingual children.

Although various factors have been considered in syntactic ambiguity research, the influence of formal textual features remains largely unexplored. Poem stimuli were designed to test whether line breaks influence the availability of preceding hosts for RC adjunction. In an online pilot reading study, we considered presentation in 5-line poem format (RC in its own verse) and in prose (RC and hosts on a single line). The prosodic features of rhyme and meter were manipulated to test whether they influence attachment decisions (by making a host more prominent) as well as whether they facilitate or impede the disambiguation process. Results: High Attachment was preferred the most while Low Attachment the least across all +/-Meter & Rhyme conditions. Stimuli were read significantly faster in their +Meter/+Rhyme version relative to the -Meter/-Rhyme condition. The combination of both these rhetorical devices led to processing delay, albeit not significant, when answering an attachment site question.

Previous work on relative clause attachment ambiguity has observed both that speakers of different languages resolve this ambiguity with different biases and that one’s native bias is susceptible to attrition. Recently it has also been suggested that crosslinguistic differences in biases may be reduced to a syntactic difference, namely the availability of pseudo relatives. Integrating this with the multilingual data, the present poster explores whether attrition in attachment biases may be related to a change in pseudo-relative parsing. To that end, a sentence interpretation task was conducted. In that task, the availability of pseudo-relatives was manipulated. Participants consisted of native Italian speakers living either in Italy or an English-speaking country. Results indicated a clear effect of condition, but do not replicate previous findings of attrition. This latter finding is discussed with regard to re-exposure.

This study investigates the acquisition of grammatical gender in both languages of 21 simultaneous Greek–Dutch bilingual children living in the Netherlands. Greek and Dutch stand on the two opposite sides in terms of frequency and transparency of gender cues. Consequently, monolingual acquisition of gender in Greek is precocious with few overgeneralizations of the default value, neuter, in early stages. In contrast, monolingual acquisition of gender in Dutch is very late with errors in neuter nouns persisting up to the age of 7. Simultaneous Greek–Dutch bilingual children present an interesting test case of crosslinguistic influence in the form of acceleration (Greek affecting Dutch) or delay (Dutch affecting Greek). Children were tested on gender marking on determiners and adjectives in production and grammaticality judgment tasks. Input measures of Greek and Dutch and lexical skills were also considered. Results point to crosslinguistic influence in the form of acceleration of gender discovery in Dutch.

The present study explores whether age of onset of exposure to the second language affects interference resolution at the grammatical gender level and whether cognitive functions contribute to interference resolution. Early and late successive Serbian–Greek bilinguals living in the second language context, along with monolinguals, performed a picture-word interference naming task in a single-language context and a non-verbal inhibition task. We found that gender interference from the first language was only present in late successive bilinguals. Early bilinguals exhibited no interference from the grammatical gender of their mother tongue and showed more enhanced inhibitory abilities than the rest of the groups in the non-verbal task. The distinct sizes of interference from the grammatical gender of the first language across the two bilingual groups is explained by early successive bilinguals’ more enhanced domain-general inhibitory processes in the resolution of between-language conflict at the grammatical gender level relative to late successive bilinguals.

The number of bilingual children is growing dramatically all over the world. In 2010 the International Organization of Migration documented 214 million migrants worldwide, many bilingual (Koser & Laczko, 2010). One of the challenges arising from the rapid increase of bilingual children is scientifically grounded assessment of linguistic proficiency in both of a child's languages in various language domains. Assessment in both languages is especially important to avoid misdiagnosis of language impairment. Specific language impairment (SLI) is among the most prevalent impairments, estimated to affect 7%–10% of children entering formal education (Grimm, 2003; Tomblin, Smith, & Zhang, 1997). Assessment tools for bilinguals in both the home language and the majority language are often lacking (for exceptions, see Gagarina, Klassert, & Topaj, 2010; Schulz & Tracy, 2011).

We investigated the on-line processing of unaccusative and unergative sentences in a group of eight Greek-speaking individuals diagnosed with Broca aphasia and a group of language-unimpaired subjects used as the baseline. The processing of unaccusativity refers to the reactivation of the postverbal trace by retrieving the mnemonic representation of the verb's syntactically defined antecedent provided in the early part of the sentence. Our results demonstrate that the Broca group showed selective reactivation of the antecedent for the unaccusatives. We consider several interpretations for our data, including explanations focusing on the transitivization properties of nonactive and active voice-alternating unaccusatives, the costly procedure claimed to underlie the parsing of active nonvoice-alternating unaccusatives, and the animacy of the antecedent modulating the syntactic choices of the patients.

In the present paper we provide an account of VSO in Greek and its (relative) absence in Italian, despite the fact that both languages allow for postverbal subjects. We argue that this parametric difference reduces to different lexicalisation options regarding the D-system of the two grammars. We assume that the clause structure divides into three basic domains (V, T, and C), and that nominal (clitic) positions are available in each of these domains, which, as we argue, can be lexicalised not only by clitics but also by full DPs. On this basis, we argue that the subject and object DP in Greek can appear in the same domain (V), as they spell out different features depending on their grammatical function, while this is not so in Italian, given that DPs spell out the same set of features irrespective of their grammatical function. This basic difference is responsible for the presence of VSO in Greek but not in Italian. We also consider the implications of our approach for the interpretation of subjects and arguments in general.

In this paper we report on our attempt to teach the polyglot savant Christopher (‘C’ hereinafter) British Sign Language (BSL). BSL presents C with a novel challenge in the use of hand-eye coordination, while at the same time offering him the linguistic ingredients he is obsessed with. Despite his deficits in key areas of intellectual ability, communication skills and visuo-spatial cognition, C has developed a working knowledge of BSL through processes of circumvention, adaptation and invention. As a form of control, we taught BSL to a comparator group of talented second-language learners. We do not discuss this comparison in depth here (see Morgan et al. in preparation) but refer to some of the test scores as a guide to how normal a sign learner C is.Results from formal tests of C's linguistic knowledge, and observational study of his developing communicative ability in BSL, are analysed and described. These results illuminate the structure and use of BSL, highlighting the important role of visuo-spatial cognition in its acquisition and manipulation.Our findings support the assumption that the organisation of knowledge of language is largely modality independent, whereas the exploitation of specific grammatical devices is language and modality dependent. C has attained a certain level of linguistic competence in BSL, and his performance in the language is largely in conformity with his previously established mixed profile of abilities and disabilities.