Acceso usuarios
We contrasted the effect of instruction-induced expectancies and language intermixing in an English lexical decision task performed by Dutch–English bilinguals. At the start of the experiment, participants were instructed to respond to interlingual homographs and exclusively English words by giving a “yes” response, and to English non-words and exclusively Dutch words by giving a “no” response. In the first part of the experiment the stimulus list did not contain any Dutch words. In the second part of the experiment, Dutch items were introduced. No significant differences were found between interlingual homographs and controls in the first part of the experiment, while strong inhibition effects were obtained for interlingual homographs in the second part. These results indicate that language intermixing rather than instruction-based expectancies drives the bilingual partipants' performance. Consequences for current views on bilingual word recognition are discussed.
