Angela De Bruin
Biographic Data
| ID | 3602694 |
|---|---|
| NAME | Angela De Bruin |
| GIVEN NAMES | Angela |
| FAMILY NAME | De Bruin |
| SIGNATURE | DE BRUIN A |
| AFFILIATIONS | University of York |
| ORCID | 0000-0001-8326-0294 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Second Language Acquisition and the Multilingual Mind
The field of second language acquisition (SLA) focuses on a remarkable human capacity to learn not just one language, but to acquire multiple languages, in multiple modalities—whether spoken, written, or signed—and to do so across the lifespan. It examines the cognitive processes involved in learning additional languages and the models of how multiple languages coexist in a single mind. Through these models, researchers seek to understand what em…
Examining the reliability and validity of bilingual language use and switching measures
Bilinguals vary in their daily-life language use and switching behaviours, which are also frequently studied in relation to other processes (e.g., executive control). Measuring daily-life language use and switching often relies on self-reported questionnaires, but little is known about the validity of these questionnaires. Here, we present two studies examining test–retest reliability and validity of language-use questionnaires (relative to Ecolo…
Is switching more costly in cued than voluntary language switching? Evidence from behaviour and electrophysiology
Multilingual language control is commonly investigated using picture-naming paradigms with explicit instructions when to switch between languages. In daily life, language switching also occurs without external cues. Cued language-switching tasks usually show a switch cost (i.e., slower responses on switch than non-switch trials). Findings of switch costs in response times are mixed for voluntary language switching. This pre-registered study uses …
Note taking in bilingual students
Bilingual students can take notes in their first language (L1) or their second language (L2). Higher note-taking quality, which might differ between the L1 and L2, has been associated with better memory of new content. In this study, we examined how language of note taking within bilinguals affects note quality and memory of new content. One hundred bilinguals watched three videos while typing notes in L2-English, their L1, or while using their l…
Phonetic and Lexical Crosslinguistic Influence in Early Spanish-Basque-English Trilinguals
A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study, we provide further support for stronger L3-to-L2 than L3-to-L1 influence and show that it extends to…
Bilingualism and Executive Functioning
Speaking two or more languages requires a bilingual to choose the contextually appropriate language(s), select words in that language, and avoid interference from the language that is not currently in use. This is known as language control. Language‐control mechanisms may overlap with domain‐general control mechanisms that are also used for other, nonlanguage purposes such as not being distracted by irrelevant information or multitasking. Researc…
Language switching in different contexts and modalities
Language switching is often associated with language competition and switching costs. However, the underlying mechanisms might differ depending on context (free versus cued naming) and modality (production or comprehension). In this study, we assessed how response-stimulus intervals (RSI) influence language-switching costs. Longer RSIs might provide more time for interference from the previous trial to decay and result in smaller switching costs.…
Interference between non-native languages during trilingual language production
Most research on multilingual language control has focused on a bilingual’s first (L1) and second (L2) languages. Studies on third language (L3) acquisition suggest that, despite the L1 being more proficient, L3 learners experience more L2 than L1 interference. However, little is known about how a trilingual’s L2 and L3 interact after initial stages of language learning. In the current study (Experiment 1: 30 Spanish-Basque-English trilinguals; E…
Perro or txakur? Bilingual language choice during production is influenced by personal preferences and external primes
Bilingualism and autism
Preview this article: Bilingualism and autism, Page 1 of 1 /docserver/preview/fulltext/lab.21053.deb-1.gif
Bilingual language use is context dependent
Bilingualism is a multi-faceted experience and bilinguals differ in how they use their languages in daily life. Therefore, assessments of bilingualism that consider the role of (social) context are needed when describing bilinguals. In this study, we evaluated how (reliably) the Language and Social Background Questionnaire (LSBQ; Anderson et al. 2018) describes language experiences of bilinguals living in the UK. Across 163 participants, nine fac…
Should I focus on self-language actions or should I follow others? Cross-language interference effects in voluntary and cued language switching
We examined whether and how language produced by others influences self-language processes. This study addressed this issue by looking at effects of comprehension on language switching in cued and voluntary switching contexts. During voluntary language switching, Chinese-English bilinguals were more likely to repeat the language they previously used themselves than to repeat the language produced by others. Furthermore, during both voluntary and …
Being a Student or at Home
Research has assessed how language use differences between bilinguals (e.g., whether two languages are used approximately equally often or not) influence language processing. However, first (L1) and second (L2) language use might also differ within bilinguals, depending on the topic of conversation. For example, a Mandarin-English bilingual studying in North America or the UK might talk about exams in English but about their childhood in Mandarin…
The Influence of Emotional and Foreign Language Context in Content Learning
Prior research has found reduced emotionality with foreign language use, especially with single words, but what happens if emotionality is conveyed throughout a longer text? Does emotionality affect how well we remember and associate information, that is, content learning? We played participants descriptions of two invented countries and tested how well they remembered facts about these countries. Each participant listened to one positive and one…
The Influence of Emotional and Foreign Language Context in Content Learning – Addendum
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Not All Bilinguals Are the Same
No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not…
Is bilingualism associated with enhanced executive functioning in adults? A meta-analytic review
Because of enduring experience of managing two languages, bilinguals have been argued to develop superior executive functioning compared with monolinguals. Despite extensive investigation, there is, however, no consensus regarding the existence of such a bilingual advantage. Here we synthesized comparisons of bilinguals' and monolinguals' performance in six executive domains using 891 effect sizes from 152 studies on adults. We also included unpu…
Cognitive Advantage in Bilingualism
It is a widely held belief that bilinguals have an advantage over monolinguals in executive-control tasks, but is this what all studies actually demonstrate? The idea of a bilingual advantage may result from a publication bias favoring studies with positive results over studies with null or negative effects. To test this hypothesis, we looked at conference abstracts from 1999 to 2012 on the topic of bilingualism and executive control. We then det…
Being a Student or at Home
Research has assessed how language use differences between bilinguals (e.g., whether two languages are used approximately equally often or not) influence language processing. However, first (L1) and second (L2) language use might also differ within bilinguals, depending on the topic of conversation. For example, a Mandarin-English bilingual studying in North America or the UK might talk about exams in English but about their childhood in Mandarin…
Cognitive Advantage in Bilingualism
It is a widely held belief that bilinguals have an advantage over monolinguals in executive-control tasks, but is this what all studies actually demonstrate? The idea of a bilingual advantage may result from a publication bias favoring studies with positive results over studies with null or negative effects. To test this hypothesis, we looked at conference abstracts from 1999 to 2012 on the topic of bilingualism and executive control. We then det…
Is bilingualism associated with enhanced executive functioning in adults? A meta-analytic review
Because of enduring experience of managing two languages, bilinguals have been argued to develop superior executive functioning compared with monolinguals. Despite extensive investigation, there is, however, no consensus regarding the existence of such a bilingual advantage. Here we synthesized comparisons of bilinguals' and monolinguals' performance in six executive domains using 891 effect sizes from 152 studies on adults. We also included unpu…
Not All Bilinguals Are the Same
No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not…
The Influence of Emotional and Foreign Language Context in Content Learning
Prior research has found reduced emotionality with foreign language use, especially with single words, but what happens if emotionality is conveyed throughout a longer text? Does emotionality affect how well we remember and associate information, that is, content learning? We played participants descriptions of two invented countries and tested how well they remembered facts about these countries. Each participant listened to one positive and one…
The Influence of Emotional and Foreign Language Context in Content Learning – Addendum
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Should I focus on self-language actions or should I follow others? Cross-language interference effects in voluntary and cued language switching
We examined whether and how language produced by others influences self-language processes. This study addressed this issue by looking at effects of comprehension on language switching in cued and voluntary switching contexts. During voluntary language switching, Chinese-English bilinguals were more likely to repeat the language they previously used themselves than to repeat the language produced by others. Furthermore, during both voluntary and …
Being a Student or at Home
Research has assessed how language use differences between bilinguals (e.g., whether two languages are used approximately equally often or not) influence language processing. However, first (L1) and second (L2) language use might also differ within bilinguals, depending on the topic of conversation. For example, a Mandarin-English bilingual studying in North America or the UK might talk about exams in English but about their childhood in Mandarin…
Perro or txakur? Bilingual language choice during production is influenced by personal preferences and external primes
Bilingualism and autism
Preview this article: Bilingualism and autism, Page 1 of 1 /docserver/preview/fulltext/lab.21053.deb-1.gif
Bilingual language use is context dependent
Bilingualism is a multi-faceted experience and bilinguals differ in how they use their languages in daily life. Therefore, assessments of bilingualism that consider the role of (social) context are needed when describing bilinguals. In this study, we evaluated how (reliably) the Language and Social Background Questionnaire (LSBQ; Anderson et al. 2018) describes language experiences of bilinguals living in the UK. Across 163 participants, nine fac…
Bilingualism and Executive Functioning
Speaking two or more languages requires a bilingual to choose the contextually appropriate language(s), select words in that language, and avoid interference from the language that is not currently in use. This is known as language control. Language‐control mechanisms may overlap with domain‐general control mechanisms that are also used for other, nonlanguage purposes such as not being distracted by irrelevant information or multitasking. Researc…
Language switching in different contexts and modalities
Language switching is often associated with language competition and switching costs. However, the underlying mechanisms might differ depending on context (free versus cued naming) and modality (production or comprehension). In this study, we assessed how response-stimulus intervals (RSI) influence language-switching costs. Longer RSIs might provide more time for interference from the previous trial to decay and result in smaller switching costs.…
Interference between non-native languages during trilingual language production
Most research on multilingual language control has focused on a bilingual’s first (L1) and second (L2) languages. Studies on third language (L3) acquisition suggest that, despite the L1 being more proficient, L3 learners experience more L2 than L1 interference. However, little is known about how a trilingual’s L2 and L3 interact after initial stages of language learning. In the current study (Experiment 1: 30 Spanish-Basque-English trilinguals; E…
Phonetic and Lexical Crosslinguistic Influence in Early Spanish-Basque-English Trilinguals
A central question in multilingualism research is how multiple languages interact. Most studies have focused on first (L1) and second language (L2) effects on a third language (L3), but a small number of studies dedicated to the opposite transfer direction have suggested stronger L3 influence on L2 than on L1 in postpuberty learners. In our study, we provide further support for stronger L3-to-L2 than L3-to-L1 influence and show that it extends to…
Is switching more costly in cued than voluntary language switching? Evidence from behaviour and electrophysiology
Multilingual language control is commonly investigated using picture-naming paradigms with explicit instructions when to switch between languages. In daily life, language switching also occurs without external cues. Cued language-switching tasks usually show a switch cost (i.e., slower responses on switch than non-switch trials). Findings of switch costs in response times are mixed for voluntary language switching. This pre-registered study uses …
Note taking in bilingual students
Bilingual students can take notes in their first language (L1) or their second language (L2). Higher note-taking quality, which might differ between the L1 and L2, has been associated with better memory of new content. In this study, we examined how language of note taking within bilinguals affects note quality and memory of new content. One hundred bilinguals watched three videos while typing notes in L2-English, their L1, or while using their l…
Second Language Acquisition and the Multilingual Mind
The field of second language acquisition (SLA) focuses on a remarkable human capacity to learn not just one language, but to acquire multiple languages, in multiple modalities—whether spoken, written, or signed—and to do so across the lifespan. It examines the cognitive processes involved in learning additional languages and the models of how multiple languages coexist in a single mind. Through these models, researchers seek to understand what em…
Examining the reliability and validity of bilingual language use and switching measures
Bilinguals vary in their daily-life language use and switching behaviours, which are also frequently studied in relation to other processes (e.g., executive control). Measuring daily-life language use and switching often relies on self-reported questionnaires, but little is known about the validity of these questionnaires. Here, we present two studies examining test–retest reliability and validity of language-use questionnaires (relative to Ecolo…
Psychology (16 works) · Neurobiology of Language and Bilingualism (13 works) · Neuroscience of multilingualism (13 works) · Cognitive psychology (11 works) · Linguistics (11 works) · Cognition (9 works) · Language Development and Disorders (9 works) · Computer Science (7 works) · Multilingualism (7 works) · First language (5 works)