Margarita Kaushanskaya
Biographic Data
| ID | 1692569 |
|---|---|
| NAME | Margarita Kaushanskaya |
| GIVEN NAMES | Margarita |
| FAMILY NAME | Kaushanskaya |
| SIGNATURE | KAUSHANSKAYA M |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0003-0434-1219 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 31 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Speech Disfluencies and Implicit Word Learning
Disfluencies are common in spontaneous language, and adults use filled pauses to anticipate “difficult” words. At the same time, disfluent instructors receive lower ratings of knowledge and credibility. We focus on the consequences of filled pauses for adults' statistical word learning. In Experiment 1, monolingual adults listened to recordings introducing them to two speakers: one who produced an elevated rate of filled pauses and one who did no…
Language context shapes bilingual children’s memory for newly encountered words
Little is known about language-dependent memory in bilingual children. The current study addresses this research gap by investigating the effect of changing language contexts on bilingual children’s word learning from storybooks using both immediate and delayed tests. Fifty-four Mandarin-English speaking children ( M age = 66.70 months; 22 females, 32 males; 88 % Asian, 12 % more than one race) in the United States read a storybook containing six…
Listening to disfluent speech
How are bilingual storybooks read? Parents’ language choice during shared book reading
Bilingualism and Novel Word Learning
In bilingual environments, individuals learn words from two linguistic systems. Novel word‐learning paradigms—tasks involving the learning of unfamiliar word pair associations—have been instrumental in examining whether acquiring words in two languages has consequences for the developmental course and nature of word learning. This chapter provides an overview of the growing literature on bilingual novel word learning from infancy through adulthoo…
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…
The influence of cross-speaker code-switching and language ability on inhibitory control in bilingual children
Prior work has yielded mixed findings regarding the relationship between language control and domain-general inhibitory control. Here, we tested the possibility that omnibus language ability would moderate the relationship between language control and inhibitory control in bilingual children. We tested 43 Spanish-English bilingual children (ages 4–5.92 years; 25 females). Children engaged in play-based interactions with their parent, and rates of…
The graded effects of bilingualism and language ability on children’s cross-situational word learning
The present study examined whether length of bilingual experience and language ability contributed to cross-situational word learning (XSWL) in Spanish-English bilingual school-aged children. We contrasted performance in a high variability condition, where children were exposed to multiple speakers and exemplars simultaneously, to performance in a condition where children were exposed to no variability in either speakers or exemplars. Results rev…
The effects of interleaving and rest on L2 vocabulary learning
Studies of learning indicate that presenting materials from multiple categories together (interleaving them) tends to yield better learning vs. presenting categories separately (blocking them). However, the impact of interleaving on language learning is mixed and has not been tested in the context of dual language learning. Here, we taught monolingual English-speaking adults vocabulary in German or Polish across two experiments, interleaving or b…
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 …
The effects of speaker and exemplar variability in children’s cross-situational word learning
Bilingual Children Shift and Relax Second-Language Phoneme Categorization in Response to Accented L2 and Native L1 Speech Exposure
Listeners adjust their perception to match that of presented speech through shifting and relaxation of categorical boundaries. This allows for processing of speech variation, but may be detrimental to processing efficiency. Bilingual children are exposed to many types of speech in their linguistic environment, including native and non-native speech. This study examined how first language (L1) Spanish/second language (L2) English bilingual childre…
A Comparative Analysis of Language Skills and Parent-Child Interactions in Monolingual and Bilingual Children Born Preterm
Children born preterm are at an elevated risk of language delays compared to children born full-term. However, there is a dearth of research investigating language outcomes in premature children exposed to more than one language. There is also limited empirical evidence linking the quantity and quality of parent input and language outcomes in premature children and the strength of these relationships in bilingual contexts remains unknown. Therefo…
One fish, uh, two fish
Effects of bilingualism on autobiographical memory
Prior work on bilingual memory has largely focused on working memory and less on autobiographical memory. In the present study, we tested the effect of bilingualism on autobiographical memory and examined whether an effect would be moderated or mediated by working memory. Spanish-English bilingual and English-only monolingual adults completed an autobiographical cued-recall task, as well as a working memory measure. Memories were coded for retrie…
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…
The Impact of Non-Native Language Input on Bilingual Children's Language Skills
We assessed the impact of non-native language input on Spanish-English bilingual preschool-age children's language skills. Most participants (96%) had language skills within the average range. We examined whether the number of native English speakers, the number of non-native English speakers, the strength of foreign accent in English, intelligibility (percent intelligible utterances), syntax/morphology (mean length of utterance in morphemes), an…
Change Is Hard
Language comprehension involves cognitive abilities that are specific to language as well as cognitive abilities that are more general and involved in a wide range of behaviors. One set of domain-general abilities that support language comprehension are executive functions (EFs), also known as cognitive control. A diverse body of research has demonstrated that EFs support language comprehension when there is conflict between competing, incompatib…
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…
Is 10 Better than 1? The Effect of Speaker Variability on Children’s Cross-Situational Word Learning
The current study examined the effect of speaker variability on children's cross-situational word learning (XSWL). The study also examined the role of bilingual experience and sustained attention. Forty English monolingual children and 40 Spanish-English bilingual children ages 4-7 completed a XSWL task in a Single Speaker Condition and a Multiple Speaker Condition. Results indicated that speaker variability neither facilitated nor hindered XSWL.…
Word learning in monolingual and bilingual children
The current study examined the impact of a speaker's gaze on novel-word learning in 4-5-year old monolingual (N = 23) and bilingual children (N = 24). Children were taught novel words when the speaker looked at the object both times while labeling it ( consistent ) and when the speaker looked at the object only the first time ( inconsistent ). During teaching, bilingual children differentiated between the target object (that matched the label) an…
Predictors of Theory of Mind performance in bilingual and monolingual children
Aims and objectives/purpose/research questions: The goal of the current study was to examine whether language and Executive Function (EF) skills predict Theory of Mind (ToM) performance in bilingual and monolingual children. Design/methodology/approach: Participants included 44 monolingual English-speaking children ( M Age = 7.03, SD = 1.23), 44 simultaneous English-Spanish bilingual children ( M Age = 7.36, SD = 1.18), and 27 English first langu…
Factors modulating cross-linguistic co-activation in bilinguals
What can errors tell us about differences between monolingual and bilingual vocabulary learning
Error patterns in vocabulary learning data were used as a window into the mechanisms that underlie vocabulary learning performance in bilinguals vs. monolinguals. English-Spanish bilinguals (n = 18) and English-speaking monolinguals (n = 18) were taught novel vocabulary items in association with English translations. At testing, participants produced English translations for the newly-learned words. Findings revealed broad learning advantages in …
Changes in executive function over time in bilingual and monolingual school-aged children
We examined the development of 3 executive function (EF) components-inhibition, updating, and task shifting-over time in monolingual and bilingual school-age children. We tested 41 monolingual and 41 simultaneous bilingual typically developing children (ages 8-12) on nonverbal tasks measuring inhibition (the Flanker task), updating (the Corsi blocks task), and task shifting (the Dimensional Change Card Sort task; DCCS) at 2 time points, 1 year ap…
Bilingual Language Processing and Interference in Bilinguals
Recognition and interference of a nontarget language (Russian) during production in a target language (English) were tested in Russian-English bilinguals using eye movements and picture naming. In Experiment 1, Russian words drew more eye movements and delayed English naming to a greater extent than control nonwords and English translation equivalents. In Experiment 2, Russian words spelled using English-specific letters drew more eye movements t…
Changes in executive function over time in bilingual and monolingual school-aged children
We examined the development of 3 executive function (EF) components-inhibition, updating, and task shifting-over time in monolingual and bilingual school-age children. We tested 41 monolingual and 41 simultaneous bilingual typically developing children (ages 8-12) on nonverbal tasks measuring inhibition (the Flanker task), updating (the Corsi blocks task), and task shifting (the Dimensional Change Card Sort task; DCCS) at 2 time points, 1 year ap…
How are bilingual storybooks read? Parents’ language choice during shared book reading
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…
Self-construal and emotion in bicultural bilinguals
The Language Experience and Proficiency Questionnaire (Leap-Q)
PURPOSE: To develop a reliable and valid questionnaire of bilingual language status with predictable relationships between self-reported and behavioral measures. METHOD: In Study 1, the internal validity of the Language Experience and Proficiency Questionnaire (LEAP-Q) was established on the basis of self-reported data from 52 multilingual adult participants. In Study 2, criterion-based validity was established on the basis of standardized langua…
Bilingual Language Processing and Interference in Bilinguals
Recognition and interference of a nontarget language (Russian) during production in a target language (English) were tested in Russian-English bilinguals using eye movements and picture naming. In Experiment 1, Russian words drew more eye movements and delayed English naming to a greater extent than control nonwords and English translation equivalents. In Experiment 2, Russian words spelled using English-specific letters drew more eye movements t…
The bilingual advantage in novel word learning
The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers
Previous studies have indicated that bilingualism may influence the efficiency of lexical access in adults. The goals of this research were (1) to compare bilingual and monolingual adults on their native-language vocabulary performance, and (2) to examine the relationship between short-term memory skills and vocabulary performance in monolinguals and bilinguals. In Experiment 1, English-speaking monolingual adults and simultaneous English–Spanish…
Do grammatical–gender distinctions learned in the second language influence native-language lexical processing
Aims and Objectives/Purpose/Research Questions: How does learning a second language influence native language processing? The present study examined whether knowledge of Spanish – a language that marks grammatical gender – influences lexical processing in English – a language that does not mark grammatical gender. Design/Methodology/Approach: Three groups of adult English native speakers were tested: monolinguals; emergent bilinguals with high ex…
What can errors tell us about differences between monolingual and bilingual vocabulary learning
Error patterns in vocabulary learning data were used as a window into the mechanisms that underlie vocabulary learning performance in bilinguals vs. monolinguals. English-Spanish bilinguals (n = 18) and English-speaking monolinguals (n = 18) were taught novel vocabulary items in association with English translations. At testing, participants produced English translations for the newly-learned words. Findings revealed broad learning advantages in …
Changes in executive function over time in bilingual and monolingual school-aged children
We examined the development of 3 executive function (EF) components-inhibition, updating, and task shifting-over time in monolingual and bilingual school-age children. We tested 41 monolingual and 41 simultaneous bilingual typically developing children (ages 8-12) on nonverbal tasks measuring inhibition (the Flanker task), updating (the Corsi blocks task), and task shifting (the Dimensional Change Card Sort task; DCCS) at 2 time points, 1 year ap…
Predictors of Theory of Mind performance in bilingual and monolingual children
Aims and objectives/purpose/research questions: The goal of the current study was to examine whether language and Executive Function (EF) skills predict Theory of Mind (ToM) performance in bilingual and monolingual children. Design/methodology/approach: Participants included 44 monolingual English-speaking children ( M Age = 7.03, SD = 1.23), 44 simultaneous English-Spanish bilingual children ( M Age = 7.36, SD = 1.18), and 27 English first langu…
Factors modulating cross-linguistic co-activation in bilinguals
Is 10 Better than 1? The Effect of Speaker Variability on Children’s Cross-Situational Word Learning
The current study examined the effect of speaker variability on children's cross-situational word learning (XSWL). The study also examined the role of bilingual experience and sustained attention. Forty English monolingual children and 40 Spanish-English bilingual children ages 4-7 completed a XSWL task in a Single Speaker Condition and a Multiple Speaker Condition. Results indicated that speaker variability neither facilitated nor hindered XSWL.…
Word learning in monolingual and bilingual children
The current study examined the impact of a speaker's gaze on novel-word learning in 4-5-year old monolingual (N = 23) and bilingual children (N = 24). Children were taught novel words when the speaker looked at the object both times while labeling it ( consistent ) and when the speaker looked at the object only the first time ( inconsistent ). During teaching, bilingual children differentiated between the target object (that matched the label) an…
Change Is Hard
Language comprehension involves cognitive abilities that are specific to language as well as cognitive abilities that are more general and involved in a wide range of behaviors. One set of domain-general abilities that support language comprehension are executive functions (EFs), also known as cognitive control. A diverse body of research has demonstrated that EFs support language comprehension when there is conflict between competing, incompatib…
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
Effects of bilingualism on autobiographical memory
Prior work on bilingual memory has largely focused on working memory and less on autobiographical memory. In the present study, we tested the effect of bilingualism on autobiographical memory and examined whether an effect would be moderated or mediated by working memory. Spanish-English bilingual and English-only monolingual adults completed an autobiographical cued-recall task, as well as a working memory measure. Memories were coded for retrie…
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…
The Impact of Non-Native Language Input on Bilingual Children's Language Skills
We assessed the impact of non-native language input on Spanish-English bilingual preschool-age children's language skills. Most participants (96%) had language skills within the average range. We examined whether the number of native English speakers, the number of non-native English speakers, the strength of foreign accent in English, intelligibility (percent intelligible utterances), syntax/morphology (mean length of utterance in morphemes), an…
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 …
The effects of speaker and exemplar variability in children’s cross-situational word learning
Bilingual Children Shift and Relax Second-Language Phoneme Categorization in Response to Accented L2 and Native L1 Speech Exposure
Listeners adjust their perception to match that of presented speech through shifting and relaxation of categorical boundaries. This allows for processing of speech variation, but may be detrimental to processing efficiency. Bilingual children are exposed to many types of speech in their linguistic environment, including native and non-native speech. This study examined how first language (L1) Spanish/second language (L2) English bilingual childre…
A Comparative Analysis of Language Skills and Parent-Child Interactions in Monolingual and Bilingual Children Born Preterm
Children born preterm are at an elevated risk of language delays compared to children born full-term. However, there is a dearth of research investigating language outcomes in premature children exposed to more than one language. There is also limited empirical evidence linking the quantity and quality of parent input and language outcomes in premature children and the strength of these relationships in bilingual contexts remains unknown. Therefo…
Bilingualism and Novel Word Learning
In bilingual environments, individuals learn words from two linguistic systems. Novel word‐learning paradigms—tasks involving the learning of unfamiliar word pair associations—have been instrumental in examining whether acquiring words in two languages has consequences for the developmental course and nature of word learning. This chapter provides an overview of the growing literature on bilingual novel word learning from infancy through adulthoo…
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…
The influence of cross-speaker code-switching and language ability on inhibitory control in bilingual children
Prior work has yielded mixed findings regarding the relationship between language control and domain-general inhibitory control. Here, we tested the possibility that omnibus language ability would moderate the relationship between language control and inhibitory control in bilingual children. We tested 43 Spanish-English bilingual children (ages 4–5.92 years; 25 females). Children engaged in play-based interactions with their parent, and rates of…
Psychology (26 works) · Linguistics (24 works) · Language Development and Disorders (20 works) · Neurobiology of Language and Bilingualism (20 works) · Neuroscience of multilingualism (17 works) · Reading and Literacy Development (15 works) · Cognitive psychology (13 works) · Cognition (11 works) · Computer Science (9 works) · Second Language Acquisition and Learning (8 works)