The Moral Foreign Language Effect (MFLE) is characterized by increased utilitarian decision-making when bilinguals respond to moral dilemmas in their foreign language. While previous research has given us a better understanding of this phenomenon, few studies have investigated how foreign language experience influences the MFLE. The present study investigated whether differences in foreign language proficiency, immersion, or dominance modulated the emergence of the MFLE. Mandarin–English bilingual young adults responded to a series of moral dilemmas in either their native or foreign language. Participants also provided ratings of permissibility and distress after reading each dilemma. We report a dilemma-specific MFLE that was modulated by differences in foreign language experience. Most significant was the observation that separable dimensions of foreign language experience interact when modulating the MFLE in a manner that is dilemma-specific. These findings emphasize the importance of considering differences in foreign language experience across multiple dimensions when investigating the MFLE.

Understanding jokes may differ between mono- and bilinguals because of differences in lexical access; fluency and sense of humor may also be relevant. Three experiments examined English-language joke comprehension in monolingual (n = 91) and bilingual (n = 111) undergraduates, Russian–English bilinguals (n = 39), and MTurk monolinguals (n = 77). Participants rated jokes and non-jokes in English as funny or not funny. We assessed the effects of bilingualism, language dominance, fluency, sense of humor, experience, and motivation on response time (RT) and sensitivity (d′) in identifying jokes. Bilingualism predicted neither RT nor d′ in mono- and English-dominant bilingual undergraduates; English fluency predicted d′. Russians were slower than English-dominant bilinguals but were more not less sensitive to humor. MTurk monolinguals were faster than undergraduates and equally sensitive; sense of humor predicted sensitivity. Overall, humor processing is alternately affected by fluency, sense of humor, and motivation, depending on the population. Bilingualism per se is not a factor.

This paper explores the link between the metaphoric structure TIME IS SPACE and time perception in bilinguals. While there appear to be fundamental commonalities in the way humans perceive and experience time regardless of language background, language-specific spatiotemporal metaphors can give rise to differences between populations, under certain conditions. Little is known, however, about how bilinguals experience time, and the specific factors that may modulate bilingual temporal processing. Here, we address this gap by examining L1 Spanish – L2 Swedish bilinguals in a psychophysical task. Results show that duration estimation of dynamic spatial configurations analogous to L2-specific temporal metaphors is modulated by L2 proficiency. In contrast, duration estimation of spatial configurations analogous to the L1 metaphorical expressions appears to be modulated by the age of L2 acquisition. These findings are discussed in terms of associative learning and cognitive restructuring in the bilingual mind.

According to the “reduced emotionality hypothesis”, we are less emotionally driven when reasoning in a foreign language (FL) than in a native language (NL). We examined whether this foreign language effect (FLe) extends to the way we perceive motivational quotes (i.e., encouraging slogans conveying a profound and inspirational message): we expected FL participants to rate motivational quotes as less profound than NL participants. Strikingly, we observed the opposite: FL participants found motivational quotes more profound than NL participants, even after controlling for potential confounders (e.g., IQ, reasoning style). Both FL and NL participants gave similarly low profundity ratings to pseudo-profound bullshit sentences (i.e., meaningless sentences sounding profound), indicating that the message must be meaningful for the FLe to arise. We propose that, like space or time, language could promote psychological distance. This favours a focus on the background of a message to indicate profoundness.

Despite extensive discussions on interpreter advantages in nonverbal abilities/skills, the advantage in coordination remains underexplored, with little evidence from interpreting students across different training stages. To fill the gap, the present study conducted two experiments with the Psychological Refractory Period dual-task consisting of two discrimination tasks presented either alone or together. Smaller dual-task costs in Task 1 and/or Task 2 are considered indices for better coordination (with smaller costs restricted to Task 2 further suggesting better bottleneck coordination). Experiment 1, focusing on the intermediate training stage, revealed a bottleneck coordination advantage for interpreting students over controls, which differs from the task instantiation and/or bottleneck access advantage found for professional interpreters in Strobach et al. (2015). Experiment 2, focusing on the beginning stage, revealed no group differences between controls and interpreting students with less/more training (Experiment 2a/2b respectively), suggesting no evidence for an interpreter advantage in coordination. Developmental changes are discussed.

We conducted a systematic review and meta-analysis on the association between nonword repetition (NWR) and language exposure in bilingual children and explored whether the association is influenced by other variables. We performed a blind literature review on ERIC and Google Scholar, a random-effects model meta-analysis and subgroup analyses to test potential moderators. Out of 822 screened articles, we identified 24 works including 1399 children. Significant associations were found using either cumulative or current exposure, language-like nonwords, phoneme NWR scoring, in children with typical language development. Nonsignificant associations were found in studies either using age of first exposure, on children older than six, with less than 50 participants, using NWR lists containing 16-24 nonwords or with participants having different native languages. Weak associations were found when considering whole-word scoring or gray literature. We highlight the contributions of different variables to NWR, and evidence to optimally design NWR for bilingual language assessment.

Recalling future intentions (i.e., prospective memory, PM) plays an essential role in everyday life, but sometimes, if the person is involved in a demanding ongoing task, PM is unsuccessful. This is especially relevant for bilinguals who, in many situations, have to recall intentions while performing a task in their second language (L2). Our aim was to explore whether PM is modulated by the linguistic context in which PM takes place. In this study, bilinguals performed a PM task in their first (L1) or second language (L2). We also manipulated the demands of the ongoing task (early/late updating) and the PM cue (focal/non-focal). In general, results showed an overall impairment in the recall of future intentions when the task was performed in L2. This impairment was especially evident in the more demanding conditions, suggesting that increments in attentional demands due to L2 processing hinder the processes required for prospective remembering.

Language mixing is a common feature of many bilingually-raised children's input. Yet how it is related to their language development remains an open question. The current study investigated mixed-language input indexed by observed (30-second segment) counts and proportions in day-long recordings as well as parent-reported scores, in relation to infant vocal activeness (i.e., volubility) when infants were 10 and 18 months old. Results suggested infants who received a higher score or proportion of mixed input in one-on-one social contexts were less voluble. However, within contexts involving language mixing, infants who heard more words were also the ones who produced more vocalizations. These divergent associations between mixed input and infant vocal development point for a need to better understand the causal factors that drive these associations.

Manual co-speech gestures can facilitate language comprehension, but do they influence language comprehension in simultaneous interpreters, and if so, is this influence modulated by simultaneous interpreting (SI) and/or by interpreting experience? In a picture-matching task, 24 professional interpreters and 24 professional translators were exposed to utterances accompanied by semantically matching representational gestures, semantically unrelated pragmatic gestures, or no gestures while viewing passively (interpreters and translators) or during SI (interpreters only). During passive viewing, both groups were faster with semantically related than with semantically unrelated gestures. During SI, interpreters showed the same result. The results suggest that language comprehension is sensitive to the semantic relationship between speech and gesture, and facilitated when speech and gestures are semantically linked. This sensitivity is not modulated by SI or interpreting experience. Thus, despite simultaneous interpreters’ extreme language use, multimodal language processing facilitates comprehension in SI the same way as in all other language processing.

While most investigations of bilingualism document participants’ language background, there is an absence of consensus on how to quantify bilingualism. The high number of different language background questionnaires used by researchers and practitioners jeopardises data comparability and cross-pollination between research and practice. Using the Delphi consensus survey method, we asked 132 panellists (researchers, speech and language therapists, teachers) from 29 countries to rate 124 statements on a 5-point agreement scale. Consensus was pre-defined as 75% agreement threshold. After two survey rounds, 79% of statements reached consensus. The need for common measures to quantify bilingualism was acknowledged by 96% of respondents. Agreement was reached to document: language exposure and use, language difficulties, proficiency (when it cannot be assessed directly), education and literacy, input quality, language mixing practices, and attitudes (towards languages and language mixing). We discuss the implications of these findings for the creation of a new tool to quantify bilingual experience.

Bilingual infants rely differently than monolinguals on facial information, such as lip patterns, to differentiate their native languages. This may explain, at least in part, why young monolinguals and bilinguals show differences in social attention. For example, in the first year, bilinguals attend faster and more often to static faces over non-faces than do monolinguals (Mercure et al., 2018). However, the developmental trajectories of these differences are unknown. In this pre-registered study, data were collected from 15- to 18-month-old monolinguals (English) and bilinguals (English and another language) to test whether group differences in face-looking behaviour persist into the second year. We predicted that bilinguals would orient more rapidly and more often to static faces than monolinguals. Results supported the first but not the second hypothesis. This suggests that, even into the second year of life, toddlers’ rapid visual orientation to static social stimuli is sensitive to early language experience.

Social factors impact sentence comprehension in a first language (L1), suggesting that semantic processing cannot be dissociated from social and moral emotions in relation to pro/antisocial individuals. Given that integrating multiple types of information and processing emotion-laden pragmatic information is costlier in a second language (L2), we investigated whether social factors would affect discourse comprehension similarly in L2. Processing the outcomes of scenarios involving pro/antisocial protagonists provoked similar neural patterns in L2 as in L1 (Rodríguez-Gómez, Martín-Loeches, Colmenares, Romero Ferreiro & Moreno, 2020), suggesting that L2 users simultaneously integrate semantic and discourse-pragmatic information during sentence comprehension.

Bilinguals’ emotions can vary in intensity with the language of a stimulus. Yet, extant research has somewhat surprisingly accepted inconsistent results from implicit nonverbal and explicit verbal emotion measures. To date, it is unclear if this inconsistency recurs to conceptual or methodological differences. We therefore investigated if squeezing a handheld dynamometer is a valid nonverbal, “visceral” alternative to self-reported language-dependent feelings by comparing explicit ratings to neuro-physiological emotional reactions. We replicated two pupillometry experiments inducing language-dependent emotions through sentence reading (Study 1) and listening to narrative video commercials (Study 2) of low and high emotionality in the first or second language. Pupillometry confirmed that bilinguals are more sensitive to the low-high emotionality contrast in their first than second language. Grip force (but not duration) mirrored these findings, whereas verbal ratings did not. We thus recommend grip force as a new attentional, nonverbal measure for bilingualism research.

When bilinguals switch between their two languages, they often alternate between words whose formation rules in one language are different from the other (e.g., a noun-verb compound in one language may be a verb-noun compound in another language). In this study, we analyze behavioral performance and electrophysiological activity to examine the effects of morphological configuration on language control during production and comprehension. Chinese–English bilinguals completed a joint naming-listening task involving cued language switching. The findings showed differential effects of morphological configuration on language production and comprehension. In production, morphological configuration was processed sequentially, suggesting that bilingual production may be a combination of sequential processing and inhibition of morphological levels and language interference. In comprehension, however, bottom-up control processes appear to mask the influence of sequential processing on language switching. Together, these findings underscore differential functionalities of language control in speaking and listening.

The moral foreign-language effect (M-FLE) translates into more utilitarian choices, even when given the option of self-sacrifice. We explore the M-FLE in 85 children, who were presented with seven moral dilemmas varying in utilitarianism, aversiveness, and whether they allowed the option of self-sacrifice; 42 answered to the dilemmas in their native language (Spanish), and 43 in a foreign language (English). Participants were more utilitarian and willing to sacrifice themselves when using their foreign language. Educational and developmental implications are discussed, especially in the context of bilingual education.

The cross-linguistic gender congruency effect (GCE; a facilitation on gender retrieval for translations of the same gender) is a robust phenomenon analysed almost exclusively with late bilinguals. However, it is important to ascertain whether it is modulated by age of acquisition (AoA) and language proficiency. We asked 64 early and late bilinguals of European Portuguese and German to do a forward and backward translation task. A measure of language balance was calculated through the DIALANG test. Analyses included this factor along with the gender congruency between translations, the target language, and the AoA of both languages, among others. Results showed a GCE for European Portuguese that was independent of the AoA and greater the higher the language imbalance. We propose that changes in proficiency in any of the languages create situations of dependency between them which allow cross-linguistic gender interaction to occur and effects to emerge depending on gender transparency.

Morphological awareness contributes to vocabulary acquisition and reading in bilingual children who learned English after their native language. In line with these considerations, we further investigated L2 processing in late adult bilinguals where questions related to morphology need to be clarified. French–English speakers (N = 92) were assessed for three morphological awareness stages: lexical semantic knowledge, syntactic knowledge, and distributive knowledge. We investigated whether the evolution of morphological awareness was related to L2 proficiency and whether it was facilitated by the presence of suffixes shared in L1 and L2. Our results confirmed the influence of language proficiency at each stage of morphological awareness. However, the hypothesis of an advantage of suffixes shared between French and English was not confirmed as no clear advantage was found for those suffixes. Our findings are discussed in line with the morphological congruence hypothesis and compared with the previous results in the literature.