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How do bilinguals handle having multiple languages in a single mind? Why do adults have difficulty achieving native-like competence in a foreign language? Why do some people learn foreign languages more easily than others? In this project, we investigate the effects of language experience (transfer, proficiency, trainability), and age of acquisition (early vs. late bilinguals) on bilinguals’ use of acoustic cues (lexical stress, vowel duration) to anticipate morphosyntactic information (verb endings). We also examine how cognitive individual differences, such as verbal working memory and inhibitory control, modulate bilinguals’ ability to select and inhibit information effectively during sentence processing. To address these questions, participants completed an oral eye-tracking task, a production task, and cognitive tests.
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