Armand Neveu
Biographic Data
| ID | 158927 |
|---|---|
| NAME | Armand Neveu |
| GIVEN NAMES | Armand |
| FAMILY NAME | Neveu |
| SIGNATURE | NEVEU A |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-2366-3849 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Predicting proficiency
We investigated which objective language proficiency tests best predict the language dominance, balance, English and Spanish proficiency scores relative to Oral Proficiency Interview (OPI) scores (averaged across 5–6 raters). Eighty Spanish–English bilinguals completed OPIs, picture naming, semantic and letter fluency, lexical decision tests and a language history questionnaire. Except for letter fluency, objective measures explained more varianc…
Self-rated language proficiency as a context-dependent judgment
While self-ratings of proficiency are widely used in bilingualism research and clinical settings, previous work has found that they often lack reliability within and across bilinguals, across languages, tasks and over time. Yet little is known about the potential effect of conducting these ratings early versus late in a testing session, and specifically, before or after objective tasks of proficiency. We examine this question in a sample of unbal…
Does translation affect cross-linguistic syntactic priming
Aims and objectives: Bilingual non-selective language activation is evident in priming experiments, where the use of a syntactic structure in production is more likely if the same structure was used in a previous sentence, even across languages. Here, we assess whether having to translate across two languages affects cross-linguistic priming. Because the need to translate and translation experience involve deeper and more automatized syntactic pr…
Predicting naming scores from language history
Language proficiency is a critically important factor in research on bilingualism, but researchers disagree on its measurement. Validated objective measures exist, but investigators often rely exclusively on subjective measures. We investigated if combining multiple self-report measures improves prediction of objective naming test scores in 36 English-dominant versus 32 Spanish-dominant older bilinguals (Experiment 1), and in 41 older Spanish–Eng…
The role of bilingualism in paired-associate and cross-situational word learning
In adulthood, novel words are commonly encountered in the context of sequential language learning, and to a lesser extent, when learning a new word in one's native language. Paired-associate (PAL) and cross-situational word learning (CSWL) paradigms have been studied separately, under distinct theoretical umbrellas, limiting the understanding of the mechanisms underlying the learning process in each. We tested 126 monolinguals and 111 bilinguals …
One fish, uh, two fish
Immersion in dual-language programs does not impede children’s native language processing
Aims and Objectives: The benefits of dual-language immersion (DLI) versus English-only classrooms for minority-language speakers' acquisition of English have been well documented. However, less is known about the effect(s) of DLI on majority-language speakers' native English skills. Prior studies largely used accuracy-focused measures to index children's language skills; it is possible that processing-based tasks are more sensitive to the effects…
Testing the Triggering Hypothesis
Triggered switching" is the theory that code-switching happens more often with words connected to both languages, such as cognates. Corpus analyses have supported this theory; however, they do not allow testing for directional causality. Here, we test the triggering hypothesis through a picture-naming task, and examine whether cognates trigger code-switches, as well as more subtle interference effects resulting in disfluencies. Forty English-Span…
Introduction aux Cultural Studies
Testing the Triggering Hypothesis
Triggered switching" is the theory that code-switching happens more often with words connected to both languages, such as cognates. Corpus analyses have supported this theory; however, they do not allow testing for directional causality. Here, we test the triggering hypothesis through a picture-naming task, and examine whether cognates trigger code-switches, as well as more subtle interference effects resulting in disfluencies. Forty English-Span…
Introduction aux Cultural Studies
Testing the Triggering Hypothesis
Triggered switching" is the theory that code-switching happens more often with words connected to both languages, such as cognates. Corpus analyses have supported this theory; however, they do not allow testing for directional causality. Here, we test the triggering hypothesis through a picture-naming task, and examine whether cognates trigger code-switches, as well as more subtle interference effects resulting in disfluencies. Forty English-Span…
One fish, uh, two fish
Immersion in dual-language programs does not impede children’s native language processing
Aims and Objectives: The benefits of dual-language immersion (DLI) versus English-only classrooms for minority-language speakers' acquisition of English have been well documented. However, less is known about the effect(s) of DLI on majority-language speakers' native English skills. Prior studies largely used accuracy-focused measures to index children's language skills; it is possible that processing-based tasks are more sensitive to the effects…
Predicting naming scores from language history
Language proficiency is a critically important factor in research on bilingualism, but researchers disagree on its measurement. Validated objective measures exist, but investigators often rely exclusively on subjective measures. We investigated if combining multiple self-report measures improves prediction of objective naming test scores in 36 English-dominant versus 32 Spanish-dominant older bilinguals (Experiment 1), and in 41 older Spanish–Eng…
The role of bilingualism in paired-associate and cross-situational word learning
In adulthood, novel words are commonly encountered in the context of sequential language learning, and to a lesser extent, when learning a new word in one's native language. Paired-associate (PAL) and cross-situational word learning (CSWL) paradigms have been studied separately, under distinct theoretical umbrellas, limiting the understanding of the mechanisms underlying the learning process in each. We tested 126 monolinguals and 111 bilinguals …
Does translation affect cross-linguistic syntactic priming
Aims and objectives: Bilingual non-selective language activation is evident in priming experiments, where the use of a syntactic structure in production is more likely if the same structure was used in a previous sentence, even across languages. Here, we assess whether having to translate across two languages affects cross-linguistic priming. Because the need to translate and translation experience involve deeper and more automatized syntactic pr…
Predicting proficiency
We investigated which objective language proficiency tests best predict the language dominance, balance, English and Spanish proficiency scores relative to Oral Proficiency Interview (OPI) scores (averaged across 5–6 raters). Eighty Spanish–English bilinguals completed OPIs, picture naming, semantic and letter fluency, lexical decision tests and a language history questionnaire. Except for letter fluency, objective measures explained more varianc…
Self-rated language proficiency as a context-dependent judgment
While self-ratings of proficiency are widely used in bilingualism research and clinical settings, previous work has found that they often lack reliability within and across bilinguals, across languages, tasks and over time. Yet little is known about the potential effect of conducting these ratings early versus late in a testing session, and specifically, before or after objective tasks of proficiency. We examine this question in a sample of unbal…
Linguistics (6 works) · Neurobiology of Language and Bilingualism (6 works) · Psychology (6 works) · Language Development and Disorders (5 works) · Neuroscience of multilingualism (4 works) · Cognitive psychology (3 works) · Mathematics education (3 works) · Philosophy (3 works) · Cognition (2 works) · Language proficiency (2 works)