The bilingual advantage: performing the non-word repetition test

The bilingual advantage in novel word learning.

The present study examined whether bilingualism facilitates acquisition of novel words in adults with different language histories. Word-learning performance was tested in monolingual English speakers, early English-Spanish bilinguals, and early English-Mandarin bilinguals. Novel words were phonologically unfamiliar to all participants, and they were acquired in association with their English t...

Word and nonword repetition in bilingual subjects: a PET study.

Learning a specific skill during childhood may partly determine the functional organization of the adult brain. This hypothesis led us to study brain activation patterns using positron emission tomography (PET), in which we compared word and nonword repetition in 10 right-handed native English-speakers (L1) who were proficient in their second language, French (L2), which was learned after the a...

Non-word repetition in adolescents with SLI

the relationship between learners critical thinking ability and their performance in the reading sections of the tofel and ielts test

the study reflected in this thesis aims at finding out relationships between critical thinking (ct), and the reading sections of tofel and ielts tests. the study tries to find any relationships between the ct ability of students and their performance on reading tests of tofel and academic ielts. however, no research has ever been conducted to investigate the relationship between ct and the read...

Stress assignment in aphasia: word and non-word reading and non-word repetition.

This paper investigates stress assignment in Dutch aphasic patients in non-word repetition, as well as in real-word and non-word reading. Performance on the non-word reading task was similar for the aphasic patients and the control group, as mainly regular stress was assigned to the targets. However, there were group differences on the real-word reading and non-word repetition tasks. Unlike the...