Annette M B De Groot
Biographic Data
| ID | 739451 |
|---|---|
| NAME | Annette M B De Groot |
| GIVEN NAMES | Annette M B |
| FAMILY NAME | De Groot |
| SIGNATURE | DE GROOT A M B |
| AFFILIATIONS | University of Amsterdam |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 75 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 5 |
Bilingualism and Cognition
Bilingualism affects various aspects of verbal and nonverbal cognition. The first part of this entry discusses the influence of bilingualism on language representation and use—verbal cognition. The second part demonstrates its effect on various aspects of nonverbal cognition. The effect of bilingualism on language shows from many studies exhibiting the ubiquitous interaction between bilinguals' two languages, even in purely monolingual communicat…
Language and Cognition in Bilinguals and Multilinguals: An Introduction
Psycholinguistics – the field of science that examines the mental processes and knowledge structures involved in the acquisition, comprehension, and production of language – had a strong monolingual orientation during the first four decades following its emergence around 1950. The awareness that a large part of mankind speaks more than one language – that this may impact both on the way each individual language is used and on the thought processe…
Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting
This study examined the effects of three stimulus variables and background music on paired-associate learning of foreign language (FL) vocabulary. The stimulus variables were the frequency and concreteness of the native language (L1) words and the (phonotactical) typicality of the FL words. Sixty-four L1-FL pairs were presented for learning six times, followed by a recall test after the second, fourth, and sixth learning round. A fourth recall te…
Word-initial entropy in five languages: Letter to sound, and sound to letter
Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, G…
What Is Hard to Learn Is Easy to Forget: The Roles of Word Concreteness, Cognate Status, and Word Frequency in Foreign-Language Vocabulary Learning and Forgetting
We looked at foreign-language (FL) vocabulary learning and forgetting in experienced FL learners, using a paired-associate training technique in which native-language words were paired with pseudowords. The training involved 6 presentations of the same 60 translation pairs, followed by a test after the 2nd, 4th, and 6th presentation round. A retest followed 1 week after training. The stimulus materials were manipulated on word concreteness, cogna…
Tutorials in Bilingualism: Psycholinguistic Perspectives
Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association
A word association experiment examined conceptual representation in bilingual memory. Dutch-English bilinguals associated twice to nouns and verbs that varied on concreteness and cognate status, once in the language of the stimuli (within-language), and once in the other language (between-language). Within- and between-language associations for concrete words and for cognates were more often translations of one another than those for abstract wor…
Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language
This study examined the roles of learning method, word frequency, and cognate status in the learning of 80 Italian words by 56 adult Dutch learners previously unfamiliar with Italian. We contrasted 2 learning methods: word learning, where the Italian word was presented with its translation in Dutch, and picture learning, where it was presented with a picture depicting its referent. At test, either pictures or the Dutch words constituted the cues …
Word Translation at Three Levels of Proficiency in a Second Language: The Ubiquitous Involvement of Conceptual Memory
Three groups of 20 unbalanced bilinguals, different from one another in second language (L2) fluency, translated one set of words from L1, Dutch, to L2, English (forward translation), and a second set of matched words from L2 to L1 (backward translation). In both language sets we orthogonally manipulated 3 word characteristics: word imageability, word frequency, and cognate status. Similar data patterns were obtained for the 3 proficiency groups,…
Translation Recognition and Translation Production: Comparing a New and an Old Tool in the Study of Bilingualism
This study explored the "translation-recognition" task. Each trial in this task presents a word pair, one word in L1, the second in L2. The participant has to decide whether or not the words within a pair are translations of one another. Performance is compared with that in translation production, where on each trial the participant has to come up with the translation of the presented word. The results of two experiments, one for 40 adult Dutch l…
The Development of Bilingual Memory: Evidence from Word Translation by Trilinguals
We investigated the relation between foreign-language proficiency and multilingual lexicosemantic organization, using two sets of 48 unbalanced Dutch-English-French trilingual adults as participants. Dutch was the participants' native language. Of their two foreign languages English was the strongest. We tested a developmental hypothesis that assumes a "word-association" lexical structure for the native language and a relatively weak foreign lang…
Lexical representation of cognates and noncognates in compound bilinguals
Causal Linking during Text Comprehension
To study the linking of causally related events during reading, sets of 10 to 12 sentences were prepared so each subject was presented 40 texts, 10 within each of four conditions, 2 causal and 2 noncausal, presented on a Macintosh Plus microcomputer, Each text contained a test sentence, for which reading time was registered. Mean reading time was shorter for the two causal conditions than for the two noncausal conditions. It was concluded that du…
What Is Hard to Learn Is Easy to Forget: The Roles of Word Concreteness, Cognate Status, and Word Frequency in Foreign-Language Vocabulary Learning and Forgetting
We looked at foreign-language (FL) vocabulary learning and forgetting in experienced FL learners, using a paired-associate training technique in which native-language words were paired with pseudowords. The training involved 6 presentations of the same 60 translation pairs, followed by a test after the 2nd, 4th, and 6th presentation round. A retest followed 1 week after training. The stimulus materials were manipulated on word concreteness, cogna…
Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language
This study examined the roles of learning method, word frequency, and cognate status in the learning of 80 Italian words by 56 adult Dutch learners previously unfamiliar with Italian. We contrasted 2 learning methods: word learning, where the Italian word was presented with its translation in Dutch, and picture learning, where it was presented with a picture depicting its referent. At test, either pictures or the Dutch words constituted the cues …
Word Translation at Three Levels of Proficiency in a Second Language: The Ubiquitous Involvement of Conceptual Memory
Three groups of 20 unbalanced bilinguals, different from one another in second language (L2) fluency, translated one set of words from L1, Dutch, to L2, English (forward translation), and a second set of matched words from L2 to L1 (backward translation). In both language sets we orthogonally manipulated 3 word characteristics: word imageability, word frequency, and cognate status. Similar data patterns were obtained for the 3 proficiency groups,…
The Development of Bilingual Memory: Evidence from Word Translation by Trilinguals
We investigated the relation between foreign-language proficiency and multilingual lexicosemantic organization, using two sets of 48 unbalanced Dutch-English-French trilingual adults as participants. Dutch was the participants' native language. Of their two foreign languages English was the strongest. We tested a developmental hypothesis that assumes a "word-association" lexical structure for the native language and a relatively weak foreign lang…
Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting
This study examined the effects of three stimulus variables and background music on paired-associate learning of foreign language (FL) vocabulary. The stimulus variables were the frequency and concreteness of the native language (L1) words and the (phonotactical) typicality of the FL words. Sixty-four L1-FL pairs were presented for learning six times, followed by a recall test after the second, fourth, and sixth learning round. A fourth recall te…
Translation Recognition and Translation Production: Comparing a New and an Old Tool in the Study of Bilingualism
This study explored the "translation-recognition" task. Each trial in this task presents a word pair, one word in L1, the second in L2. The participant has to decide whether or not the words within a pair are translations of one another. Performance is compared with that in translation production, where on each trial the participant has to come up with the translation of the presented word. The results of two experiments, one for 40 adult Dutch l…
Causal Linking during Text Comprehension
To study the linking of causally related events during reading, sets of 10 to 12 sentences were prepared so each subject was presented 40 texts, 10 within each of four conditions, 2 causal and 2 noncausal, presented on a Macintosh Plus microcomputer, Each text contained a test sentence, for which reading time was registered. Mean reading time was shorter for the two causal conditions than for the two noncausal conditions. It was concluded that du…
Lexical representation of cognates and noncognates in compound bilinguals
Translation Recognition and Translation Production: Comparing a New and an Old Tool in the Study of Bilingualism
This study explored the "translation-recognition" task. Each trial in this task presents a word pair, one word in L1, the second in L2. The participant has to decide whether or not the words within a pair are translations of one another. Performance is compared with that in translation production, where on each trial the participant has to come up with the translation of the presented word. The results of two experiments, one for 40 adult Dutch l…
The Development of Bilingual Memory: Evidence from Word Translation by Trilinguals
We investigated the relation between foreign-language proficiency and multilingual lexicosemantic organization, using two sets of 48 unbalanced Dutch-English-French trilingual adults as participants. Dutch was the participants' native language. Of their two foreign languages English was the strongest. We tested a developmental hypothesis that assumes a "word-association" lexical structure for the native language and a relatively weak foreign lang…
Word Translation at Three Levels of Proficiency in a Second Language: The Ubiquitous Involvement of Conceptual Memory
Three groups of 20 unbalanced bilinguals, different from one another in second language (L2) fluency, translated one set of words from L1, Dutch, to L2, English (forward translation), and a second set of matched words from L2 to L1 (backward translation). In both language sets we orthogonally manipulated 3 word characteristics: word imageability, word frequency, and cognate status. Similar data patterns were obtained for the 3 proficiency groups,…
Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association
A word association experiment examined conceptual representation in bilingual memory. Dutch-English bilinguals associated twice to nouns and verbs that varied on concreteness and cognate status, once in the language of the stimuli (within-language), and once in the other language (between-language). Within- and between-language associations for concrete words and for cognates were more often translations of one another than those for abstract wor…
Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language
This study examined the roles of learning method, word frequency, and cognate status in the learning of 80 Italian words by 56 adult Dutch learners previously unfamiliar with Italian. We contrasted 2 learning methods: word learning, where the Italian word was presented with its translation in Dutch, and picture learning, where it was presented with a picture depicting its referent. At test, either pictures or the Dutch words constituted the cues …
Tutorials in Bilingualism: Psycholinguistic Perspectives
What Is Hard to Learn Is Easy to Forget: The Roles of Word Concreteness, Cognate Status, and Word Frequency in Foreign-Language Vocabulary Learning and Forgetting
We looked at foreign-language (FL) vocabulary learning and forgetting in experienced FL learners, using a paired-associate training technique in which native-language words were paired with pseudowords. The training involved 6 presentations of the same 60 translation pairs, followed by a test after the 2nd, 4th, and 6th presentation round. A retest followed 1 week after training. The stimulus materials were manipulated on word concreteness, cogna…
Word-initial entropy in five languages: Letter to sound, and sound to letter
Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, G…
Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting
This study examined the effects of three stimulus variables and background music on paired-associate learning of foreign language (FL) vocabulary. The stimulus variables were the frequency and concreteness of the native language (L1) words and the (phonotactical) typicality of the FL words. Sixty-four L1-FL pairs were presented for learning six times, followed by a recall test after the second, fourth, and sixth learning round. A fourth recall te…
Language and Cognition in Bilinguals and Multilinguals: An Introduction
Psycholinguistics – the field of science that examines the mental processes and knowledge structures involved in the acquisition, comprehension, and production of language – had a strong monolingual orientation during the first four decades following its emergence around 1950. The awareness that a large part of mankind speaks more than one language – that this may impact both on the way each individual language is used and on the thought processe…
Bilingualism and Cognition
Bilingualism affects various aspects of verbal and nonverbal cognition. The first part of this entry discusses the influence of bilingualism on language representation and use—verbal cognition. The second part demonstrates its effect on various aspects of nonverbal cognition. The effect of bilingualism on language shows from many studies exhibiting the ubiquitous interaction between bilinguals' two languages, even in purely monolingual communicat…
Linguistics (13 works) · Psychology (12 works) · Cognitive psychology (10 works) · Cognition (8 works) · Neurobiology of Language and Bilingualism (6 works) · Reading and Literacy Development (6 works) · Cognate (5 works) · Computer Science (4 works) · Concreteness (4 works) · Neuroscience (4 works)