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This review focuses on bilingual language control in oral language production, synthesizing key methodologies, theoretical frameworks, and its relationship with domain-general cognitive control. Although behavioral and neural studies have advanced understanding of the mechanisms involved, greater integration across approaches and the use of more ecologically valid methods remain necessary. Much of the current research emphasizes reactive control; however, exploring its interplay with proactive control may offer deeper insights into the dynamic nature of bilingual language control. In addition, future studies should move beyond the lexicon to explore higher linguistic levels and account for the diversity of bilingual experiences within broader theoretical frameworks, such as the bilingual framework proposed in this review. This would allow theoretical models to be enriched with a more comprehensive perspective.
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http://dx.doi.org/10.1007/s10339-025-01297-2 | DOI Listing |
Mem Cognit
September 2025
Department of Psychology, University of York, York, YO10 5DD, UK.
Language control has been argued to adapt dynamically to the language context bilinguals are communicating in (Green & Abutalebi, 2013). Previous research has suggested that the demands of the task and current context itself can influence a bilingual's language behaviour and potentially also their language control. Here, we examined how the preceding context, specifically the switching patterns of another bilingual in that context, can influence a bilingual's own language control during production.
View Article and Find Full Text PDFFolia Phoniatr Logop
September 2025
Introduction There is no definitive, comprehensive guide for diagnosing stuttering in multilingual speakers, and research suggests that monolingual-based diagnostic criteria may lead to misidentification in this population. This systematic review aimed to identify and consolidate conventional diagnostic guidelines for multilingual speakers and evaluate their validity in light of empirical evidence on stuttering and multilingualism. Method A systematic review was conducted using PubMed, Science Direct, SAGE, CINAHL, and Google Scholar using specific MESH terms (e.
View Article and Find Full Text PDFCereb Cortex
August 2025
Faculty of Psychology and Education Science, Department of Psychology, University of Geneva, Chemin des Mines 9, Geneva, 1202, Switzerland.
Language learning and use relies on domain-specific, domain-general cognitive and sensory-motor functions. Using fMRI during story listening and behavioral tests, we investigated brain-behavior associations between linguistic and non-linguistic measures in individuals with varied multilingual experience and reading skills, including typical reading participants (TRs) and dyslexic readers (DRs). Partial Least Square Correlation revealed a main component linking cognitive, linguistic, and phonological measures to amodal/associative brain areas.
View Article and Find Full Text PDFActa Neurochir (Wien)
September 2025
Department of Neurosurgery, Istinye University, Istanbul, Turkey.
Background: Recent studies suggest that large language models (LLMs) such as ChatGPT are useful tools for medical students or residents when preparing for examinations. These studies, especially those conducted with multiple-choice questions, emphasize that the level of knowledge and response consistency of the LLMs are generally acceptable; however, further optimization is needed in areas such as case discussion, interpretation, and language proficiency. Therefore, this study aimed to evaluate the performance of six distinct LLMs for Turkish and English neurosurgery multiple-choice questions and assess their accuracy and consistency in a specialized medical context.
View Article and Find Full Text PDFJ Speech Lang Hear Res
September 2025
Department of Communication Sciences and Disorders, University of Wisconsin-Madison.
Purpose: Speech disfluencies are common in individuals who do not stutter, with estimates suggesting a typical rate of six per 100 words. Factors such as language ability, processing load, planning difficulty, and communication strategy influence disfluency. Recent work has indicated that bilinguals may produce more disfluencies than monolinguals, but the factors underlying disfluency in bilingual children are poorly understood.
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