Gregory J Poarch
Biographic Data
| ID | 1691834 |
|---|---|
| NAME | Gregory J Poarch |
| GIVEN NAMES | Gregory J |
| FAMILY NAME | Poarch |
| SIGNATURE | POARCH G J |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-4369-8934 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Bilingualism and Executive Function
In this article, the cognitive effects of bilingualism and long‐term adaptations induced by bilingualism will be presented. We start from the view that bilingual language processing requires some type of cognitive control to juggle their multiple, co‐activated languages. Furthermore, we posit that navigating multiple languages in daily life is a cognitively taxing endeavor that can have long‐term effects on the cognitive system. To substantiate t…
Heuristic strategies in first and second language processing
The current study investigated two heuristic processing strategies, the agent-first strategy and an animacy-based strategy, in visual world eye-tracking data as well as sentence final interpretations of wh-questions in adolescent L1 German learners of English in both their L1 and their L2. We observed differences between online and offline measures, as well as L1-L2 differences, both in the selection and the time course of application of the heur…
Conducting psycholinguistic research online
Although web-based data collection has become increasingly popular in (linguistic) research over the past years, many researchers are still cautious about collecting data via the internet. Thus, this study aims at comparing web-based and lab-based testing of linguistic manipulations that have resulted in robust findings in previous lab-based research on bilingual language processing. A total of 134 L1 German students of L2 English participated in…
Processing noncanonical word orders in monolingual and bilingual learners
Based on previous work reporting differences between monolinguals and bilinguals in cognitive and linguistic processing, this study investigates relations between cognitive and linguistic conflict resolution in L1 German adolescents by exploring participants’ cognitive control ability and the revision of grammatical analysis of (object-initial) wh-questions and relative clauses in German and English. Sixty-eight 12- to 14-year-old learners of Eng…
Bilingual language control and cognate processing
This study investigates how individual differences in proficiency, exposure and language attitudes influence bilingual reactive control during forced language switching in Dutch–English bilinguals. Thirty-four late bilinguals completed a picture naming task switching between Dutch (L1) and English (L2) in response to visual cues, naming cognate and noncognate words. Linear mixed-effects models indicated that bilinguals with higher L2 proficiency …
Are we speaking the same language
Contains fulltext : 320109.pdf (Publisher’s version ) (Open Access)
Sure, I can, but do I want to? Exploring attitudes toward home language inclusion in the classroom
Learning via Processing
We employed structural priming to test whether targeted exposure to unambiguous form-meaning mappings led to learning of noncanonical word orders, specifically in object relative clauses, among 165 low-to-intermediate-level L1 German L2 learners of English. We further investigated the scope of structural priming by assessing whether priming with related grammatical structures that had been acquired earlier, namely English questions or German rela…
Processing to learn noncanonical word orders
To test the contributions of processing to L2 syntax learning, this study explores (cross-) linguistic and cognitive predictors of sentence reanalysis in the L2 comprehension of relative clauses among low-intermediate L1 German adolescent learners of L2 English. Specifically, we test the degree to which L2 comprehension is affected by L2 proficiency, reanalysis ability in a related, earlier-acquired L2 structure (questions), reanalysis ability of…
Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures
Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following the Framework of Reference for Pluralistic Approaches to Languages and Cultures. It presents two practical teaching examples (one for primary and one …
Does language context impact the neural correlates of executive control in monolingual and multilingual young adults
The effect of bidialectalism on executive function
Aims and objectives: We investigate how varying usage patterns in speakers of closely related language varieties might impact executive function. More specifically, bidialectals with more balanced usage were predicted to show better inhibitory control than less balanced bidialectals. Design: Thirty-four adult bidialectals of Standard German and Swabian German performed two executive function tasks (flanker and Simon). Data and analysis: The parti…
Bilingualism as a model for multitasking
Cross-language activation in same-script and different-script trilinguals
In a picture naming study, we examined cross-language activation during speech production in three groups of trilinguals: L3-immersed German–English–Dutch, non-L3-immersed Dutch–English–German, and L3-immersed Russian–English–German trilinguals. All trilinguals named pictures with cognate and non-cognate names in their L2 and their L3. Specifically, we examined cognate effects in same-script trilinguals who were either immersed or not immersed in…
Models of Lexical and Conceptual Representations in Second Language Acquisition
Words are the basic building blocks of a language. A simple combination of the letters d , o , and g opens up a world of meaningful images and experiences with this four‐legged hairy pet. Over the years, children who learn a language accrue fine‐grained knowledge on the various meaning aspects related to a word form like dog , and learn that not only grandma's black doggie is a dog but also the white barking creature living next door.
Cross-language activation in children’s speech production
Executive functions and inhibitory control in multilingual children
Sure, I can, but do I want to? Exploring attitudes toward home language inclusion in the classroom
Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures
Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following the Framework of Reference for Pluralistic Approaches to Languages and Cultures. It presents two practical teaching examples (one for primary and one …
Models of Lexical and Conceptual Representations in Second Language Acquisition
Words are the basic building blocks of a language. A simple combination of the letters d , o , and g opens up a world of meaningful images and experiences with this four‐legged hairy pet. Over the years, children who learn a language accrue fine‐grained knowledge on the various meaning aspects related to a word form like dog , and learn that not only grandma's black doggie is a dog but also the white barking creature living next door.
Cross-language activation in children’s speech production
Executive functions and inhibitory control in multilingual children
Cross-language activation in same-script and different-script trilinguals
In a picture naming study, we examined cross-language activation during speech production in three groups of trilinguals: L3-immersed German–English–Dutch, non-L3-immersed Dutch–English–German, and L3-immersed Russian–English–German trilinguals. All trilinguals named pictures with cognate and non-cognate names in their L2 and their L3. Specifically, we examined cognate effects in same-script trilinguals who were either immersed or not immersed in…
Bilingualism as a model for multitasking
The effect of bidialectalism on executive function
Aims and objectives: We investigate how varying usage patterns in speakers of closely related language varieties might impact executive function. More specifically, bidialectals with more balanced usage were predicted to show better inhibitory control than less balanced bidialectals. Design: Thirty-four adult bidialectals of Standard German and Swabian German performed two executive function tasks (flanker and Simon). Data and analysis: The parti…
Does language context impact the neural correlates of executive control in monolingual and multilingual young adults
Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures
Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following the Framework of Reference for Pluralistic Approaches to Languages and Cultures. It presents two practical teaching examples (one for primary and one …
Processing to learn noncanonical word orders
To test the contributions of processing to L2 syntax learning, this study explores (cross-) linguistic and cognitive predictors of sentence reanalysis in the L2 comprehension of relative clauses among low-intermediate L1 German adolescent learners of L2 English. Specifically, we test the degree to which L2 comprehension is affected by L2 proficiency, reanalysis ability in a related, earlier-acquired L2 structure (questions), reanalysis ability of…
Are we speaking the same language
Contains fulltext : 320109.pdf (Publisher’s version ) (Open Access)
Sure, I can, but do I want to? Exploring attitudes toward home language inclusion in the classroom
Learning via Processing
We employed structural priming to test whether targeted exposure to unambiguous form-meaning mappings led to learning of noncanonical word orders, specifically in object relative clauses, among 165 low-to-intermediate-level L1 German L2 learners of English. We further investigated the scope of structural priming by assessing whether priming with related grammatical structures that had been acquired earlier, namely English questions or German rela…
Bilingualism and Executive Function
In this article, the cognitive effects of bilingualism and long‐term adaptations induced by bilingualism will be presented. We start from the view that bilingual language processing requires some type of cognitive control to juggle their multiple, co‐activated languages. Furthermore, we posit that navigating multiple languages in daily life is a cognitively taxing endeavor that can have long‐term effects on the cognitive system. To substantiate t…
Heuristic strategies in first and second language processing
The current study investigated two heuristic processing strategies, the agent-first strategy and an animacy-based strategy, in visual world eye-tracking data as well as sentence final interpretations of wh-questions in adolescent L1 German learners of English in both their L1 and their L2. We observed differences between online and offline measures, as well as L1-L2 differences, both in the selection and the time course of application of the heur…
Conducting psycholinguistic research online
Although web-based data collection has become increasingly popular in (linguistic) research over the past years, many researchers are still cautious about collecting data via the internet. Thus, this study aims at comparing web-based and lab-based testing of linguistic manipulations that have resulted in robust findings in previous lab-based research on bilingual language processing. A total of 134 L1 German students of L2 English participated in…
Processing noncanonical word orders in monolingual and bilingual learners
Based on previous work reporting differences between monolinguals and bilinguals in cognitive and linguistic processing, this study investigates relations between cognitive and linguistic conflict resolution in L1 German adolescents by exploring participants’ cognitive control ability and the revision of grammatical analysis of (object-initial) wh-questions and relative clauses in German and English. Sixty-eight 12- to 14-year-old learners of Eng…
Bilingual language control and cognate processing
This study investigates how individual differences in proficiency, exposure and language attitudes influence bilingual reactive control during forced language switching in Dutch–English bilinguals. Thirty-four late bilinguals completed a picture naming task switching between Dutch (L1) and English (L2) in response to visual cues, naming cognate and noncognate words. Linear mixed-effects models indicated that bilinguals with higher L2 proficiency …
Neurobiology of Language and Bilingualism (15 works) · Psychology (13 works) · Linguistics (12 works) · Cognition (10 works) · Neuroscience of multilingualism (9 works) · German (8 works) · Language Development and Disorders (8 works) · Reading and Literacy Development (8 works) · Cognitive psychology (7 works) · Computer Science (7 works)