An integrative approach to bilingual cognition: preliminary insights into phonetic learning and sensorimotor adaptation
Bibliographic record
Abstract
Introduction: This study investigates the cognitive consequences of bilingualism by examining phonetic learning, speech motor adaptation, and verbal memory. Methods: Early Spanish-English bilinguals divided into high and intermediate proficiency groups and English monolinguals completed three tasks: (1) production of an artificial English accent with novel phonotactic rules, (2) serial digit span in English, and (3) production of unfamiliar speech sounds during real-time magnetic resonance imaging (rtMRI). Results: Bilinguals, particularly those with high proficiency, outperformed monolinguals in phonetic and articulatory learning. In the memory task, no group-level differences emerged overall, but high bilinguals showed stronger primacy effects at moderate sequence lengths, suggesting more efficient encoding. Discussion: These results support a shift toward investigating task-specific and process-based effects of language experience. We also demonstrate the feasibility of using rtMRI to assess articulatory behavior in cognitive studies of bilingualism, with minimal need for manual post-processing.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".