We investigated whether cross-language activation is sensitive to shifting language demands and language experience during first and second language (i.e., L1, L2) reading. Experiment 1 consisted of L1 French-L2 English bilinguals reading in the L2, and Experiment 2 consisted of L1 English-L2 French bilinguals reading in the L1. Both groups read…

A cross-sectional study examined the effect of meaning frequency, referred to as ''dominance'' in the semantic priming paradigm, where ambiguous words (primes) were processed in isolation. Participants made lexical decisions to target words that were associates of the more frequent (dominant) or less frequent (subordinate) meaning of a homograph…

An additive model is developed to account for reading times for two different reading tasks: reading for retention and reading for comprehension. The model is concerned with the reading strategies of adults and fifth graders, and with individual differences between fast and slow readers. (Author/LMO)