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Biliteracy and acquisition of novel written words: the impact of phonological conflict between L1 and L2 scripts

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Abstract

The acquisition of new orthographic representations is a rapid and accurate process in proficient monolingual readers. The present study used biliterate and bialphabetic population to address the impact of phonological inconsistencies across the native (L1) and second (L2) alphabets. Naming latencies were collected from 50 Russian–English biliterates through a reading-aloud task with familiar and novel word forms repeated across 10 blocks. There were three Script conditions: (1) native Cyrillic, (2) non-native Roman, and (3) Ambiguous (with graphically identical, but phonologically inconsistent graphemes shared by both alphabets). Our analysis revealed the main effect of Script on both reading and orthographic learning: naming latencies during training were longer for the ambiguous stimuli, particularly for the novel ones. Nonetheless, novel word forms in the ambiguous condition approached the latencies for the familiar words along the exposures, although this effect was faster in the phonologically consistent trials. Post-training tests revealed similarly successful performance patterns for previously familiar and newly trained forms, indicating successful rapid acquisition of the latter. Furthermore, we found the highest free recall rates for the ambiguous stimuli. Overall, our results indicate that phonological inconsistency initially interferes with the efficiency of novel word encoding. Nevertheless, it does not prevent efficient attribution of orthographic representations; instead, the knowledge of two distinct alphabets supports a more efficient learning and a better memory for ambiguous stimuli via enhancing their encoding and retrieval.

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Availability of data and materials

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Code availability

The code used in this study is available from the corresponding author upon reasonable request.

Notes

  1. German: n = 19; French: n = 11; Spanish: n = 6; Latin n = 4; Italian: n = 3; Ukrainian: n = 3; Arab: n = 2; Armenian: n = 1; Chinese: n = 1; Swedish: n = 1; Indonesian: n = 1; Czech: n = 1; Belorussian: n = 1; Danish: n = 1.

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Funding

The study was funded by a grant from the Russian Science Foundation (project no. 19-78-00140) awarded to HSE University.

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  1. Centre for Cognition and Decision Making, Institute for Cognitive Neuroscience, HSE University, Moscow, Russian Federation

    Beatriz Bermúdez-Margaretto, Grigory Kopytin, Andriy Myachykov, Mikhail Pokhoday & Yury Shtyrov

  2. Northumbria University, Newcastle, UK

    Andriy Myachykov

  3. University of La Laguna, Tenerife, Spain

    Yang Fu

  4. Department of Clinical Medicine, Center of Functionally Integrative Neuroscience, Aarhus University, Aarhus, Denmark

    Yury Shtyrov

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  1. Beatriz Bermúdez-Margaretto
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Appendix: Stimuli used in the study. Note that the same handwritten font was used across all tasks

Appendix: Stimuli used in the study. Note that the same handwritten font was used across all tasks

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Bermúdez-Margaretto, B., Kopytin, G., Myachykov, A. et al. Biliteracy and acquisition of novel written words: the impact of phonological conflict between L1 and L2 scripts. Psychological Research 86, 871–890 (2022). https://doi.org/10.1007/s00426-021-01529-y

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