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Purpose: Although lexical information influences phoneme perception, the extent to which reliance on lexical information enhances speech processing in challenging listening environments is unclear. We examined the extent to which individual differences in lexical influences on phonemic processing impact speech processing in maskers containing varying degrees of linguistic information (2-talker babble or pink noise). Method: Twenty-nine monolingual English speakers were instructed to ignore the lexical status of spoken syllables (e.g., \"gift\" vs. \"kift\") and to only categorize the initial phonemes (\"/g/\" vs. \"/k/\"). The same participants then performed speech recognition tasks in the presence of 2-talker babble or pink noise in audio-only and audiovisual conditions. Results: Individuals who demonstrated greater lexical influences on phonemic processing experienced greater speech processing difficulties in 2-talker babble than in pink noise. These selective difficulties were present across audio-only and audiovisual conditions. Conclusion: Individuals with greater reliance on lexical processes during speech perception exhibit impaired speech recognition in listening conditions in which competing talkers introduce audible linguistic interferences. Future studies should examine the locus of lexical influences/interferences on phonemic processing and speech-in-speech processing.

Recently the interaction of Kazakh and English has become a highly debatable issue in Kazakhstani linguistics. Language contacts tend to result in possible errors both in communication and perception of the linguistic worldview. The paper deals with the analysis of linguistic interference and the way it is represented in Kazakh terminology. Language corpus outcomes stand for the research instrument. #LancsBox 5.1.2 program builds and processes the corpus that involves 1,238 texts from the five Kazakhstani online newspaper platforms' websites. The research provides the statistics on the number of texts, concordance lines, fre quency, collocations, and analysis of the Kazakh terms that feature interference such as galamtor, indet, onlain, oflain. There are characteristics of the most frequently used terms and their overview in the major corpora of Kazakh and English. The study analyzes influence at phonetic, morphological, syntactical, lexical, and semantic levels in information space terms. Thus, our research presents a novel framework to study linguistic interference through contrastive analysis based on corpus processing outcomes at different language levels in a multilingual environment in Kazakhstan. Index Terms--interference, term, corpus tool, corpora, Kazakh

The bilingual backgrounds of speakers, the lack of loyalty to the target language, the limited knowledge of the vocabulary of the target language, the need for synonyms, the taking into consideration of prestige and style, and the inadequate command of the target language are just a few of the things that contribute to language interference. One type of language interference that occurs is interference where a native speaker uses a pattern or rule that leads to an error or incorrect form in the target language. The use of two or more languages by a speech community causes deviations in morphology, syntax, phonology, and even semantics. This deviation will result in a linguistic phenomenon known as interference. This research aimed to determine whether the Mongondow dialect can interfere with students' learning of Indonesian. The researcher wanted to investigate the impact of students’ Mongondow dialect particularly when communicating in diverse cultural environments. The researcher described the difficulties students had in forming verbs with affixation in the Mongondow local dialect in their learning of the Indonesian language. The researcher also identified factors that indicate how the local dialect can interfere with students' language skills. A qualitative descriptive method was chosen for the study because it is suitable for collecting data on the students' perceptions through semi-structured interviews. The researcher interviewed Indonesian teachers and students to understand why they ask certain types of questions during the teaching and learning process. The analysis of students' interferences in Indonesian learning revealed that the use of the Mongondow dialect in communication had a positive impact on the oral performance of students. Moreover, it also increased their motivation to learn and helped teachers build their self-confidence. Additionally, utilizing various media and facilities proved to be beneficial in promoting active learning among students.

Speaking more than one language demands a language control system that allows bilinguals to correctly use the intended language adjusting for possible interference from the non-target language. Understanding how the brain orchestrates the control of language has been a major focus of neuroimaging research on bilingualism and was central to our original neurocognitive language control model (Abutalebi & Green, 2007). We updated the network of language control (Green & Abutalebi, 2013) and here review the many new exciting findings based on functional and structural data that substantiate its core components. We discuss the language control network within the framework of the adaptive control hypothesis (Green & Abutalebi, 2013) that predicts adaptive changes specific to the control demands of the interactional contexts of language use. Adapting to such demands leads, we propose, to a neural reserve in the human brain.

It has been proposed that the unique need for early bilinguals to manage multiple languages while their executive control mechanisms are developing might result in long-term cognitive advantages on inhibitory control processes that generalize beyond the language domain. We review the empirical data from the literature on nonlinguistic interference tasks to assess the validity of this proposed bilingual inhibitory control advantage. Our review of these findings reveals that the bilingual advantage on conflict resolution, which by hypothesis is mediated by inhibitory control, is sporadic at best, and in some cases conspicuously absent. A robust finding from this review is that bilinguals typically outperform monolinguals on both compatible and incompatible trials, often by similar magnitudes. Together, these findings suggest that bilinguals do enjoy a more widespread cognitive advantage (a bilingual executive processing advantage) that is likely observable on a variety of cognitive assessment tools but that, somewhat ironically, is most often not apparent on traditional assays of nonlinguistic inhibitory control processes.

Purpose: Delayed auditory feedback (DAF) of a speaker's voice disturbs normal speech production. Various traditional theories assume that the content of the delayed feedback signal interferes with the actual production of a particular speech unit (\"phonemic content hypothesis\"). The \"displaced rhythm hypothesis\" as an alternative explanation suggests that speech disturbances arise from a disruptive rhythm that is produced by the delayed speech signal. The present experimental study directly contrasted the role of rhythm and speech content in a DAF task using speech units as stimuli. Method: One hundred fifty-one participants read aloud 4 different sequences of double syllables that varied in phonemic content and rhythm while auditory feedback was either nondelayed or delayed by 200 or 400 ms. Results: In line with previous studies, the authors found a peak of disturbances at a delay of about 200 ms, independent of speech rate. More important, the present results clearly support the displaced rhythm hypothesis. A speech rate dependency of this effect was also found. Conclusion: Rhythm seems to be a significant criterion of speech monitoring, and hence a mismatch between spoken words and auditory feedback realized by DAF induces obvious speech problems on rhythmic level regardless of phonemic discrepancy at the same time.

A long-standing belief is that sign language interferes with spoken language development in deaf children, despite a chronic lack of evidence supporting this belief. This deserves discussion as poor life outcomes continue to be seen in the deaf population. This commentary synthesizes research outcomes with signing and non-signing children and highlights fully accessible language as a protective factor for healthy development. Brain changes associated with language deprivation may be misrepresented as sign language interfering with spoken language outcomes of cochlear implants. This may lead to professionals and organizations advocating for preventing sign language exposure before implantation and spreading misinformation. The existence of one—time-sensitive—language acquisition window means a strong possibility of permanent brain changes when spoken language is not fully accessible to the deaf child and sign language exposure is delayed, as is often standard practice. There is no empirical evidence for the harm of sign language exposure but there is some evidence for its benefits, and there is growing evidence that lack of language access has negative implications. This includes cognitive delays, mental health difficulties, lower quality of life, higher trauma, and limited health literacy. Claims of cochlear implant- and spoken language-only approaches being more effective than sign language-inclusive approaches are not empirically supported. Cochlear implants are an unreliable standalone first-language intervention for deaf children. Priorities of deaf child development should focus on healthy growth of all developmental domains through a fully-accessible first language foundation such as sign language, rather than auditory deprivation and speech skills.

In the process of learning foreign language, learners often face a number of difficulties. The difficulties are related to learning new phonemics, new vocabulary, and various ways of arranging words into sentences in a new language. Learning English for students of Lambung Mangkurat University is a difficult matter. This is because their habit in using local language (Banjarese) is said to be strong, so it is difficult for them to change it. As a result, they simply apply the pattern and the phonemic rules of Banjarese language into English. This causes interference.In detail, the interference is caused by many differences between the two languages, namely Banjarese language and English. Banjarese language has 3 vowels, while English has 12 vowels. Banjarese language only has 3 diphthongs, whereas English has 9 diphthongs. Banjarese language only has 18 consonants, while English has 24 consonants. Given that the students’ habit in speaking Banjarese language has been strong and there are many differences of phonemic elements, interference phenomenon cannot be avoided, which is, in this case, phonemic interference.

The purpose of the current report is to study the effects of language distance on noun and verb processing in bilingual speakers. We recruited two groups of bilingual speakers: one group spoke two typologically distant languages (Cantonese and English) and the other group spoke two typologically similar languages (Mandarin and Cantonese). Participants named object and action pictures in their first language. We controlled psycholinguistic properties of words such as frequency, AoA, imageability, name agreement, visual complexity, familiarity, and participants’ bilingual language experiences. Our findings revealed a significant role for language distance. We observed a difference between noun and verb processing in the similar language pair (Mandarin–Cantonese) due to interference induced by language similarity. However, in the distant language pair (Cantonese–English), the difference disappeared because of the lack of cross-language interference. Our findings support that current and future models of bilingual language processing should take into account the effects of language distance.

Background Functional communication (FC) is an indispensable feature of daily functioning and is predictive of patient autonomy and care partner well‐being. Concrete quantitative measures to assess FC in neurodegenerative conditions are lacking. Language‐led conditions such as primary progressive aphasia (PPA) require easily implementable and minimally burdensome FC assessment. This work describes the development of the first instrument to document FC for people living with PPA. The Functional Communication Checklist (FCC) will be developed by incorporating feedback from field experts, partners in research, and item‐level validation. Method The FCC is intended to document FC within a setting representative of occupational and community‐based interactions. Initial candidate FCC items were generated by a panel of PPA experts and refined by expert speech‐language pathologists (SLPs) using an electronic Delphi consensus process (see Figure 1). SLP experts were identified and recruited through the International Speech‐Language Therapist/Pathologist PPA Network or via FC publication record. In each Delphi round, participants were asked to rank existing FCC candidate items and provide additional or alternative items. We incorporated feedback from each round to refine the evolving FCC. We provided feedback summaries along with the evolving FCC for each Delphi round. Once no further refinement is suggested, we will evaluate validity and inter‐rater reliability by having 15 additional SLPs use the FCC on PPA assessment videos. Results A total of 67 experts have contributed to the FCC development thus far. The current iteration of the FCC evaluates 55 aspects of discourse, social‐pragmatics, language, speech, and cognition. Each domain is evaluated on the spectrum of strength or interference on communication in the context of a short conversational prompt. Background, instructions, conversational examples and item‐level definitions have also been developed through the Delphi process. Conclusions The FCC combines clinician observation, patient self‐report, and partner insight to quantify FC and contributing strengths and interferences of speech, language, and nonverbal communication. The quantitative outcomes will facilitate a common taxonomy of FC, enabling interdisciplinary collaboration and consistency across evaluators and sites. The FCC is made possible by partners in research across disciplines and perspectives.