This article presents the ENglish Reading Online (ENRO) project that offers data on English readi... more This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university‐level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta‐analyses. We then provide a bird's‐eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by...
Research into second language (L2) reading is an exponentially growing field. Yet, it still has a... more Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called MECO L2 (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speakers of 12 different L1s. MECO L2 includes a test battery of component skills of reading and allows for a comparison of the participants’ reading performance in their L1 and L2. This data resource enables innovative large-scale cross-sample analyses of predictors of L2 reading fluency and comprehension. We first introduce the design and structure of the MECO L2 resource, along with reliability estimates and basic descriptive analyses. Then, we illustrate the utility of MECO L2 by quantifying contributions of four sources to variability in L2 r...
ABSTRACTThe authors investigated how eye movements are influenced by different reading goals in p... more ABSTRACTThe authors investigated how eye movements are influenced by different reading goals in participants’ first (L1) and second language (L2). Participants read or studied the contents of texts while their eye movements were recorded. One group was asked to read L1 and L2 texts as they would read any expository text (informational reading). Another group was asked to study L1 and L2 texts for subsequent tests involving true/false questions (study condition). After reading, all participants, including those in the informational reading condition, completed the true/false tests without being able to further consult the texts, which allowed the authors to investigate the extent to which reading goal and text language affect recognition memory for texts. In general, more reading time was spent on studying than on informational reading, which also resulted in higher test scores in the study condition. The L2‐processing cost was larger in the study condition than in the informational ...
We present a new database of Dutch word recognition times for a total of 54 thousand words, calle... more We present a new database of Dutch word recognition times for a total of 54 thousand words, called the Dutch Crowdsourcing Project. The data were collected with an internet vocabulary test. The database is limited to native Dutch speakers. Participants were asked to indicate which words they knew. Their response times were registered, even though the participants were not asked to respond as fast as possible. Still, the response times correlate around .7 with the response times of the Dutch Lexicon Projects for shared words. Also results of virtual experiments indicate that the new response times are a valid addition to the Dutch Lexicon Projects. This not only means that we have useful response times for some 20 thousand extra words, but we now also have data on differences in response latencies as a function of education and age. The new data correspond better to word use in the Netherlands.
Quarterly journal of experimental psychology (2006), Jan 25, 2015
We use the results of a large online experiment on word knowledge in Dutch to investigate variabl... more We use the results of a large online experiment on word knowledge in Dutch to investigate variables influencing vocabulary size in a large population and to examine the effect of word prevalence -the percentage of a population knowing a word- as a measure of word occurrence. Nearly 300,000 participants were presented with about 70 word stimuli (selected from a list of 53,000 words) in an adapted lexical decision task. We identify age, education and multilingualism as the most important factors influencing vocabulary size. The results suggest that the accumulation of vocabulary throughout life and in multiple languages mirrors the logarithmic growth of number of types with number of tokens observed in text corpora (Herdan's law). Moreover, the vocabulary that multilinguals acquire in related languages seems to increase their L1 vocabulary size and outweighs the loss caused by decreased exposure to L1. In addition, we show that corpus word frequency and prevalence are complementar...
Proceedings of the National Academy of Sciences, 2015
Significance In the human brain, from early in development through to adulthood, the superior tem... more Significance In the human brain, from early in development through to adulthood, the superior temporal sulcus is deeper in the right than the left cerebral hemisphere in the area ventral of Heschl’s gyrus. Irrespective of gender, handedness, and language lateralization, and present in several pathologies, this asymmetry is widely shared among the human population. Its appearance early in life suggests strong genetic control over this part of the brain. In contrast, the asymmetry is barely visible in chimpanzees. Thus this asymmetry probably is a key locus to look for variations in gene expression among the primate lineage that have favored the evolution of crucial cognitive abilities sustained by this sulcus in our species, namely communication and social cognition.
The attentional blink task involves rapid serial presentation of visual stimuli, two of which the... more The attentional blink task involves rapid serial presentation of visual stimuli, two of which the participants have to report. The usual finding is that participants are impaired at reporting the second target if it appears in close temporal proximity to the first target. Previous research has shown that the effect is stronger in bilinguals than monolinguals. We investigated whether the difference between monolinguals and proficient bilinguals can be extended to bilinguals of different proficiency levels. Therefore, we replicated the paradigm in a large sample of Hindi-English bilinguals with different proficiency levels of English, as measured with a validated vocabulary test. We additionally measured the participants' intelligence with the raven progressive matrices. We found that the size of the attentional blink effect correlates with the degree of second language proficiency and not with the degree of intelligence. This indicates that research on executive control functions...
This article presents the ENglish Reading Online (ENRO) project that offers data on English readi... more This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university‐level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta‐analyses. We then provide a bird's‐eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by...
Research into second language (L2) reading is an exponentially growing field. Yet, it still has a... more Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called MECO L2 (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speakers of 12 different L1s. MECO L2 includes a test battery of component skills of reading and allows for a comparison of the participants’ reading performance in their L1 and L2. This data resource enables innovative large-scale cross-sample analyses of predictors of L2 reading fluency and comprehension. We first introduce the design and structure of the MECO L2 resource, along with reliability estimates and basic descriptive analyses. Then, we illustrate the utility of MECO L2 by quantifying contributions of four sources to variability in L2 r...
ABSTRACTThe authors investigated how eye movements are influenced by different reading goals in p... more ABSTRACTThe authors investigated how eye movements are influenced by different reading goals in participants’ first (L1) and second language (L2). Participants read or studied the contents of texts while their eye movements were recorded. One group was asked to read L1 and L2 texts as they would read any expository text (informational reading). Another group was asked to study L1 and L2 texts for subsequent tests involving true/false questions (study condition). After reading, all participants, including those in the informational reading condition, completed the true/false tests without being able to further consult the texts, which allowed the authors to investigate the extent to which reading goal and text language affect recognition memory for texts. In general, more reading time was spent on studying than on informational reading, which also resulted in higher test scores in the study condition. The L2‐processing cost was larger in the study condition than in the informational ...
We present a new database of Dutch word recognition times for a total of 54 thousand words, calle... more We present a new database of Dutch word recognition times for a total of 54 thousand words, called the Dutch Crowdsourcing Project. The data were collected with an internet vocabulary test. The database is limited to native Dutch speakers. Participants were asked to indicate which words they knew. Their response times were registered, even though the participants were not asked to respond as fast as possible. Still, the response times correlate around .7 with the response times of the Dutch Lexicon Projects for shared words. Also results of virtual experiments indicate that the new response times are a valid addition to the Dutch Lexicon Projects. This not only means that we have useful response times for some 20 thousand extra words, but we now also have data on differences in response latencies as a function of education and age. The new data correspond better to word use in the Netherlands.
Quarterly journal of experimental psychology (2006), Jan 25, 2015
We use the results of a large online experiment on word knowledge in Dutch to investigate variabl... more We use the results of a large online experiment on word knowledge in Dutch to investigate variables influencing vocabulary size in a large population and to examine the effect of word prevalence -the percentage of a population knowing a word- as a measure of word occurrence. Nearly 300,000 participants were presented with about 70 word stimuli (selected from a list of 53,000 words) in an adapted lexical decision task. We identify age, education and multilingualism as the most important factors influencing vocabulary size. The results suggest that the accumulation of vocabulary throughout life and in multiple languages mirrors the logarithmic growth of number of types with number of tokens observed in text corpora (Herdan's law). Moreover, the vocabulary that multilinguals acquire in related languages seems to increase their L1 vocabulary size and outweighs the loss caused by decreased exposure to L1. In addition, we show that corpus word frequency and prevalence are complementar...
Proceedings of the National Academy of Sciences, 2015
Significance In the human brain, from early in development through to adulthood, the superior tem... more Significance In the human brain, from early in development through to adulthood, the superior temporal sulcus is deeper in the right than the left cerebral hemisphere in the area ventral of Heschl’s gyrus. Irrespective of gender, handedness, and language lateralization, and present in several pathologies, this asymmetry is widely shared among the human population. Its appearance early in life suggests strong genetic control over this part of the brain. In contrast, the asymmetry is barely visible in chimpanzees. Thus this asymmetry probably is a key locus to look for variations in gene expression among the primate lineage that have favored the evolution of crucial cognitive abilities sustained by this sulcus in our species, namely communication and social cognition.
The attentional blink task involves rapid serial presentation of visual stimuli, two of which the... more The attentional blink task involves rapid serial presentation of visual stimuli, two of which the participants have to report. The usual finding is that participants are impaired at reporting the second target if it appears in close temporal proximity to the first target. Previous research has shown that the effect is stronger in bilinguals than monolinguals. We investigated whether the difference between monolinguals and proficient bilinguals can be extended to bilinguals of different proficiency levels. Therefore, we replicated the paradigm in a large sample of Hindi-English bilinguals with different proficiency levels of English, as measured with a validated vocabulary test. We additionally measured the participants' intelligence with the raven progressive matrices. We found that the size of the attentional blink effect correlates with the degree of second language proficiency and not with the degree of intelligence. This indicates that research on executive control functions...
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