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| 17621 |
On the overlap between bilingual language control and domain-general executive control
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| 17622 |
The impact of early bilingualism on face recognition processes
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Abstract:
Early linguistic experience has an impact on the way we decode audiovisual speech in face-to-face communication. The present study examined whether differences in visual speech decoding could be linked to a broader difference in face processing. To identify a phoneme we have to do an analysis of the speaker’s face to focus on the relevant cues for speech decoding (e.g., locating the mouth with respect to the eyes). Face recognition processes were investigated through two classic effects in face recognition studies: the Other-Race Effect (ORE) and the Inversion Effect. Bilingual and monolingual participants did a face recognition task with Caucasian faces (own race), Chinese faces (other race), and cars that were presented in an Upright or Inverted position. The results revealed that monolinguals exhibited the classic ORE. Bilinguals did not. Overall, bilinguals were slower than monolinguals. These results suggest that bilinguals’ face processing abilities differ from monolinguals’. Early exposure to more than one language may lead to a perceptual organization that goes beyond language processing and could extend to face analysis. We hypothesize that these differences could be due to the fact that bilinguals focus on different parts of the face than monolinguals, making them more efficient in other race face processing but slower. However, more studies using eye-tracking techniques are necessary to confirm this explanation. ; This research was supported by grant R01 HD-46526 from the National Institute of Child Health and Human Development. This study was partially funded by Spanish Ministry of Economy and Finance (PSI2013-42091-P), the Catalan Government (2014 SGR 1210), and the European Research Council under the European Community’s Seventh Framework (FP7/2007-2013 Cooperation grant agreement 613465-AThEME).
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Keyword:
Bilingual; Face processing; Monolingual; Other-Race Effect
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URL: https://doi.org/10.3389/fpsyg.2016.01080
http://hdl.handle.net/10230/34880
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| 17623 |
On the overlap between bilingual language control and domain-general executive control
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| 17624 |
Does empirical data from bilingual and native Spanish corpora meet linguistic theory? The role of discourse context in variation of subject expression
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| 17625 |
Estudio sobre el impacto del corpus de entrenamiento del modelo de lenguaje en las prestaciones de un reconocedor de habla
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| 17626 |
Nuevos retos para la lexicografía pedagógica bilingüe alemán-español
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| 17627 |
La adquisición de construcciones complejas: de la interacción a la gramática
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| 17628 |
¿Cómo usar diccionarios bilingües en línea? Ejemplos para el desarrollo de las competencias lexicográficas en la enseñanza del alemán como lengua extranjera
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| 17629 |
Uso de corpora comparáveis para filtrar dicionários bilíngues gerados por transitividade ; Using comparable corpora to filter bilingual dictionaries generated by transitivity
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| 17630 |
El lenguaje infantil. Algunos lugares comunes revisitados
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| 17631 |
The Effects of Bilingualism on Attention and Memory: Do Bilingual Advantages in Attention Lead to Disadvantages in Memory?
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| 17632 |
Perspectives on Quality in Minority Education in China: The Case of Sunan Yughur Autonomous County, Gansu
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| 17633 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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| 17634 |
(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere
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| 17635 |
Whose Education? Whose Nation? Exploring the Role of Government Primary School Textbooks of Bangladesh in Colonialist Forms of Marginalization and Exclusion of Poor and Ethnic Minority Children
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| 17636 |
Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds
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| 17637 |
East Asian International Students' Experiences in High School Mathematics Classrooms
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| 17638 |
Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program
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| 17640 |
Bilingual Multicultural Education Support Team
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In: ZIM CSWR Pict Colls PICT 2013-005
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