Crosslinguistic influence and language dominance in older bilingual children

By Efrosyni Argyri, A. Sorace. Bilingualism: Language and Cognition, 2007

202 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/19619e9de74b807a400fed0a3408a8b82c18fcc4

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In Cognitive Neuroscience

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Citations in the corpus

What Defines Language Dominance in Bilinguals? (2019, background): “…examples illustrate that societal language dominance is linked to, but not identical with, individual language dominance; that exposure to and use of languages are key to the development of language dominance; and that dominance can change over time (Argyri & Sorace 2007, Hohenstein et al. 2006).”
Bilingual children's sensitivity to specificity and genericity: Evidence from metalinguistic awareness* (2009, background): “Similar findings are reported by Argyri and Sorace (2007) in their study on language dominance and cross-linguistic influence.”
Internal and external interfaces in bilingual language development: Beyond structural overlap (2009, background): “For example English-dominant English–Greek bilingual children accept pragmatically inappropriate pre-verbal subjects in wide-focus contexts in Greek significantly more frequently than monolingual children (Argyri & Sorace, 2007).”
Crosslinguistic influence at the syntax proper: Interrogative subject–verb inversion in heritage Spanish (2013, background): “Baauw, 1998; Pesetsky & Torrego, 2001; Rizzi, 1996; Zagona, 2002). In Spanish, the lexical verb always moves above the subject (COMP position). This is applicable to both matrix and embedded questions. In English, in contrast, the lexical verb remains in situ. For matrix questions, the auxiliary rai”
Discourse conditions on subject pronoun realization: Testing the linguistic intuitions of older bilingual children (2009, background): “…makes it possible to draw conclusions about patterns of behaviour that apply to a group and not just to individuals, as has often been the case in research in bilingual first language acquisition until recently (but see Argyri and Sorace, 2007; Nicoladis, 2006; Serratrice, 2007, for group studies).”
Pinning down the concept of “interface” in bilingualism (2011, background): “In a similar vein, Argyri and Sorace (2007) in their study of older Greek-English bilingual children observed an overextension of over subject pronouns in Greek, but only in the English-dominant group.”