Morphologically Complex Words in L1 and L2 Processing: Evidence from Masked Priming Experiments in English.

By Renita Silva, Harald Clahsen. 2008

230 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/282ad952aede229b0ceed7e1d3b9716391b1abb2

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Citations in the corpus

Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing (2012, background): “In contrast, in a masked priming study, Silva and Clahsen (2008) found that regularly inflected verbs (e.g., prayed) do not prime their stem (e.g., pray) for advanced Chinese, German, and Japanese L2 learners of English (unlike native speakers).”
Back to Basics: How Measures of Lexical Diversity Can Help Discriminate between CEFR Levels (2016, background): “11 whole-word representation stored in lexical memory (Silva and Clahsen 2008). There are also interesting differences between L1 and L2 users in the processing of morphologically complex forms. In a priming study, Silva and Clahsen (2008) demonstrated, for example, that respondents are quicker iden”
Fast morphological effects in first and second language word recognition (2011, methodology): “In a study by Silva and Clahsen (2008) no masked stem priming effects were found for L2 learners of English with regular past-tense primes (e.g., boiled-boil), whereas these effects were observed for native English speaking participants.”
Morphological Structure in Native and Nonnative Language Processing (2010, background): “Silva and Clahsen (2008) suggested limitations of L2 grammars in these representational mechanisms as a potential source of the L1/L2 processing differences for regular inflection.”
The construct of language proficiency in the study of bilingualism from a cognitive perspective* (2012, background): “…Athanasopoulos (2006), Chen, Shu, Liu, Zhao and Li (2007), Cole and Pickering (2010), Dong, Gui and MacWhinney (2005), Felser, Sato and Bertenshaw (2009), Kormos and Sáfár (2008), Salamoura and Williams (2006, 2007), Silva and Clahsen (2008), Snape (2008), Trenkic (2008), and Williams (2006).”
Brain Potentials Reveal Discrete Stages of L2 Grammatical Learning (2010, background): “…with research suggesting that formulaic chunks play a role in L2 learners' grammatical development (e.g., Myles et al., 1998; Wong Fillmore, 1976; Wray, 2002; Zobl, 1998) and that L2 learners do not decompose morphologically complex words (Neubauer & Clahsen, 2009; Silva & Clahsen, 2008).”
DECOMPOSITION OF INFLECTED WORDS IN A SECOND LANGUAGE (2009, background): “…contrast between full priming in native speakers and no priming in nonnative speakers seen for – t participles in Polish L2 learners of German was also found for – ed past tense forms in three groups of L2 learners of English with Chinese, German, and Japanese as their L1s (Silva & Clahsen, 2008 ).”
SOME NOTES ON THE SHALLOW STRUCTURE HYPOTHESIS (2017, background): “…finding fits with previous results from several between-group (L1/L2) studies that revealed L1-like derivational priming in late learners while inflectional priming was considerably reduced (relative to L1 priming) or altogether absent (e.g., Jacob, Heyer & Verı́ssimo, 2017; Silva & Clahsen, 2008).”