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The processing of derivational morphology in Korean–English bilingual readers*

Published online by Cambridge University Press:  25 August 2011

SAY YOUNG KIM
Affiliation:
Department of Human Development, University of Maryland, College Park
MIN WANG*
Affiliation:
Department of Human Development, University of Maryland, College Park
IN YEONG KO
Affiliation:
Department of Human Development, University of Maryland, College Park
*
Address for correspondence: Min Wang, Department of Human Development, 3304C Benjamin Building, University of Maryland, College Park, MD 20742, USA minwang@umd.edu
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Abstract

Three experiments using a priming lexical decision paradigm were conducted to examine whether cross-language activation occurs via decomposition during the processing of derived words in Korean–English bilingual readers. In Experiment 1, when participants were given a real derived word and an interpretable derived pseudoword (i.e., illegal combination of a stem and a suffix) in Korean as a prime, response times for the corresponding English-translated stem were significantly faster than when they had received an unrelated word. In Experiment 2, non-morphological ending pseudowords (i.e., illegal combination of a stem and an orthographic ending) were included, and this did not show a priming effect. In Experiment 3, non-interpretable derived pseudowords also yielded a significant priming effect just as the interpretable ones. These results together suggest that cross-language activation of morphologically complex words occurs independently of lexicality and interpretability.

Information

Type
Research Article
Copyright
Copyright © Cambridge University Press 2011
Figure 0

Figure 1. A schematic model of cross-language activation via decomposition: (a) real derived words, (b) derived pseudowords, including the interpretable and non-interpretable ones. The schematic model in (b) can be used to explain the priming effect from the non-interpretable pseudoword condition.

Figure 1

Table 1. Means and standard deviations of self-rated proficiency and language profiles of participants in each experiment.

Figure 2

Table 2. Examples and mean response times (ms) and error rates by priming condition in Experiment 1.

Figure 3

Table 3. Examples and mean response times (ms) and error rates by priming condition in Experiment 2.

Figure 4

Table 4. Examples and mean response times (ms) and error rates by priming condition in Experiment 3.

Figure 5

Table A1. Stimuli of Experiment 1.

Figure 6

Table A2. Stimuli of Experiment 2.

Figure 7

Table A3. Stimuli of Experiment 3.