Jakub Szewczyk
Biographic Data
| ID | 2552166 |
|---|---|
| NAME | Jakub Szewczyk |
| GIVEN NAMES | Jakub |
| FAMILY NAME | Szewczyk |
| SIGNATURE | SZEWCZYK J |
| AFFILIATIONS | Jagiellonian University |
| ORCID | 0000-0003-4464-082X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Learning cognates, false cognates, and noncognates contextually through reading Do contextual support and cross-linguistic awareness matter
Lexical acquisition often occurs through reading, yet little research has compared how cognates, false cognates, and noncognates are learned contextually through reading. To this end, we conducted a week-long pretest-training-posttest study with 54 adult Polish learners of English. During three sessions on consecutive days, participants read 45 short stories (170–317 words) containing 90 target keywords (30 cognates, 30 noncognates, 30 false cogn…
Advantages of visiting your home country
The study explores how native language (L1) lexical access is affected by immersion in a second-language (L2) environment, and by short-term reimmersion in the L1 environment. We compared the L1 picture-naming performance of Polish–English bilinguals living in the UK (migrants) against that of bilinguals living in Poland (controls). Each group was tested twice: the migrants while in the UK (L2 immersion) and after visiting Poland (L1 reimmersion)…
Context-based facilitation of semantic access follows both logarithmic and linear functions of stimulus probability
Stimuli are easier to process when context makes them predictable, but does context-based facilitation arise from preactivation of a limited set of relatively probable upcoming stimuli (with facilitation then linearly related to probability) or, instead, because the system maintains and updates a probability distribution across all items (with facilitation logarithmically related to probability)? We measured the N400, an index of semantic access,…
The relative balance between languages predicts the degree of engagement of global language control
After naming pictures in their second language (L2), bilinguals experience difficulty in naming pictures in their native language (L1). This phenomenon, the "L2 after-effect", is a lingering consequence of language control mechanisms regulating the activation of L1 and L2 to facilitate L2 production. Building on the Inhibitory Control model proposed by Green (1998), we propose that how much language control is applied depends on the relative bala…
False friends or real friends? False cognates show advantage in word form learning
Effects of semantic plausibility, syntactic complexity and n-gram frequency on children's sentence repetition
Theories of language processing differ with respect to the role of abstract syntax and semantics vs surface-level lexical co-occurrence (n-gram) frequency. The contribution of each of these factors has been demonstrated in previous studies of children and adults, but none have investigated them jointly. This study evaluated the role of all three factors in a sentence repetition task performed by children aged 4–7 and 11–12 years. It was found tha…
An Ear for Language
This study tested whether individual sensitivity to an auditory perceptual cue called amplitude rise time (ART) facilitates novel word learning. Forty adult native speakers of Polish performed a perceptual task testing their sensitivity to ART, learned associations between nonwords and pictures of common objects, and were subsequently tested on their knowledge with a picture recognition (PR) task. In the PR task participants heard each nonword, f…
Patterns of bilingual language use and response inhibition
Given prior studies that provided inconsistent results, there is an ongoing debate on the issue of whether bilingualism benefits cognitive control. We tested the Adaptive Control Hypothesis, according to which only the intense use of different languages in the same situation without mixing them in single utterances (called dual-language context) confers a bilingual advantage in response inhibition. In a large-scale correlational study, we attempt…
Bilingual children do not transfer stress patterns
Aims and objectives/purpose/research questions: The study examines bilingual children’s prosodic competence, specifically the ability to correctly assign word stress in both languages, and contrasts it with participants’ segmental competence. To this end, we estimated and compared the magnitude of prosodic and segmental transfer in L1 and L2 speech of typically developing Polish–English migrant bilingual children raised in the UK. We also explore…
Learning Orthographic Cognates and Non-Cognates in the Classroom
Some second language (L2) acquisition researchers have suggested that learners should be made aware of cross-linguistic similarity for them to benefit from cognateness. To test this assumption, we ran two longitudinal classroom quasi-experiments with Polish learners of English. We chose 30 Polish-English cognates, 30 false cognates, and 30 non-cognates matched on L2 frequency and concreteness and embedded them in exercises typical of English lang…
The more similar the better? Factors in learning cognates, false cognates and non-cognate words
In this study we explored factors that determine the knowledge of L2 words with orthographic neighbours in L1 (cognates and false cognates). We asked 150 Polish learners of English to translate 105 English non-cognate words, cognates, and false-cognates into Polish, and to assess the confidence of each translation. Confidence ratings allows us to employ a novel analytic procedure which disentangles knowing cognates and false cognates from strateg…
Dwujęzyczność u progu edukacji szkolnej – interdyscyplinarny projekt badawczy
The paper describes a Polish research project which aims at creating a cognitive and linguistic profile of the Polish-English bilingual child at the school entrance age. With the increase in the number of bilingual children due to economic migrations, researchers, educators and practitioners are often faced with diagnostic dilemmas which arise from similarities in bilingual language acquisition in natural settings and Specific Language Impairment…
Learning Orthographic Cognates and Non-Cognates in the Classroom
Some second language (L2) acquisition researchers have suggested that learners should be made aware of cross-linguistic similarity for them to benefit from cognateness. To test this assumption, we ran two longitudinal classroom quasi-experiments with Polish learners of English. We chose 30 Polish-English cognates, 30 false cognates, and 30 non-cognates matched on L2 frequency and concreteness and embedded them in exercises typical of English lang…
Dwujęzyczność u progu edukacji szkolnej – interdyscyplinarny projekt badawczy
The paper describes a Polish research project which aims at creating a cognitive and linguistic profile of the Polish-English bilingual child at the school entrance age. With the increase in the number of bilingual children due to economic migrations, researchers, educators and practitioners are often faced with diagnostic dilemmas which arise from similarities in bilingual language acquisition in natural settings and Specific Language Impairment…
The more similar the better? Factors in learning cognates, false cognates and non-cognate words
In this study we explored factors that determine the knowledge of L2 words with orthographic neighbours in L1 (cognates and false cognates). We asked 150 Polish learners of English to translate 105 English non-cognate words, cognates, and false-cognates into Polish, and to assess the confidence of each translation. Confidence ratings allows us to employ a novel analytic procedure which disentangles knowing cognates and false cognates from strateg…
An Ear for Language
This study tested whether individual sensitivity to an auditory perceptual cue called amplitude rise time (ART) facilitates novel word learning. Forty adult native speakers of Polish performed a perceptual task testing their sensitivity to ART, learned associations between nonwords and pictures of common objects, and were subsequently tested on their knowledge with a picture recognition (PR) task. In the PR task participants heard each nonword, f…
Patterns of bilingual language use and response inhibition
Given prior studies that provided inconsistent results, there is an ongoing debate on the issue of whether bilingualism benefits cognitive control. We tested the Adaptive Control Hypothesis, according to which only the intense use of different languages in the same situation without mixing them in single utterances (called dual-language context) confers a bilingual advantage in response inhibition. In a large-scale correlational study, we attempt…
Bilingual children do not transfer stress patterns
Aims and objectives/purpose/research questions: The study examines bilingual children’s prosodic competence, specifically the ability to correctly assign word stress in both languages, and contrasts it with participants’ segmental competence. To this end, we estimated and compared the magnitude of prosodic and segmental transfer in L1 and L2 speech of typically developing Polish–English migrant bilingual children raised in the UK. We also explore…
Learning Orthographic Cognates and Non-Cognates in the Classroom
Some second language (L2) acquisition researchers have suggested that learners should be made aware of cross-linguistic similarity for them to benefit from cognateness. To test this assumption, we ran two longitudinal classroom quasi-experiments with Polish learners of English. We chose 30 Polish-English cognates, 30 false cognates, and 30 non-cognates matched on L2 frequency and concreteness and embedded them in exercises typical of English lang…
False friends or real friends? False cognates show advantage in word form learning
Effects of semantic plausibility, syntactic complexity and n-gram frequency on children's sentence repetition
Theories of language processing differ with respect to the role of abstract syntax and semantics vs surface-level lexical co-occurrence (n-gram) frequency. The contribution of each of these factors has been demonstrated in previous studies of children and adults, but none have investigated them jointly. This study evaluated the role of all three factors in a sentence repetition task performed by children aged 4–7 and 11–12 years. It was found tha…
Context-based facilitation of semantic access follows both logarithmic and linear functions of stimulus probability
Stimuli are easier to process when context makes them predictable, but does context-based facilitation arise from preactivation of a limited set of relatively probable upcoming stimuli (with facilitation then linearly related to probability) or, instead, because the system maintains and updates a probability distribution across all items (with facilitation logarithmically related to probability)? We measured the N400, an index of semantic access,…
The relative balance between languages predicts the degree of engagement of global language control
After naming pictures in their second language (L2), bilinguals experience difficulty in naming pictures in their native language (L1). This phenomenon, the "L2 after-effect", is a lingering consequence of language control mechanisms regulating the activation of L1 and L2 to facilitate L2 production. Building on the Inhibitory Control model proposed by Green (1998), we propose that how much language control is applied depends on the relative bala…
Advantages of visiting your home country
The study explores how native language (L1) lexical access is affected by immersion in a second-language (L2) environment, and by short-term reimmersion in the L1 environment. We compared the L1 picture-naming performance of Polish–English bilinguals living in the UK (migrants) against that of bilinguals living in Poland (controls). Each group was tested twice: the migrants while in the UK (L2 immersion) and after visiting Poland (L1 reimmersion)…
Learning cognates, false cognates, and noncognates contextually through reading Do contextual support and cross-linguistic awareness matter
Lexical acquisition often occurs through reading, yet little research has compared how cognates, false cognates, and noncognates are learned contextually through reading. To this end, we conducted a week-long pretest-training-posttest study with 54 adult Polish learners of English. During three sessions on consecutive days, participants read 45 short stories (170–317 words) containing 90 target keywords (30 cognates, 30 noncognates, 30 false cogn…
Psychology (11 works) · Linguistics (10 works) · Neurobiology of Language and Bilingualism (10 works) · Computer Science (8 works) · Reading and Literacy Development (7 works) · Artificial Intelligence (6 works) · Cognitive psychology (6 works) · Neuroscience of multilingualism (5 works) · Second Language Acquisition and Learning (5 works) · Artificial Intelligence (4 works)