Neurolinguistic aspects of attrition

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Language attrition at the crossroads of brain, mind, and society (2007, background): “Language use has often been assumed to be an important predicting factor for language attrition and is often implicitly invoked by empirical work (see Köpke 2004 and Köpke & Schmid 2004 for detailed reviews), even though it is difficult to measure.”
Crosslinguistic influence at the syntax proper: Interrogative subject–verb inversion in heritage Spanish (2013, unknown): “…1992; Jarvis & Pavlenko, 2008; Liceras, 1989; Montrul & Slabakova, 2003; Schwartz & Sprouse, 1996) and L1 attrition/incomplete acquisition (e.g. Köpke, 2004; Montrul, 2002, 2004, 2009; Pavlenko, 2000; Rothman, 2009b; Schmid, 2002; SilvaCorvalán, 1994) have been interested not only in examining…”
When is a First Language More Emotional? Psychophysiological Evidence from Bilingual Speakers (2006, background): “Children of immigrants to the United States frequently acquire their parents’ language in the home, and acquire English when they enter school around age 5 years (Homel et al., 1987; Köpke, 2003).”
Bilingual Speakers in the Lab: Psychophysiological Measures of Emotional Reactivity (2004, background): “The slightly stronger auditory effect for English is consistent with English dominance, which is expected for the children in North America (Köpke, 2003).”