J
Jeanette Altarriba
Researcher at State University of New York System
Publications - 129
Citations - 5009
Jeanette Altarriba is an academic researcher from State University of New York System. The author has contributed to research in topics: Cognition & Bilingual memory. The author has an hindex of 33, co-authored 121 publications receiving 4472 citations. Previous affiliations of Jeanette Altarriba include Vanderbilt University & University at Albany, SUNY.
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Concreteness, context availability, and imageability ratings and word associations for abstract, concrete, and emotion words.
TL;DR: Normative values on various word characteristics were obtained for abstract, concrete, and emotion words in order to facilitate research on concreteness effects and on the similarities and differences among the three word types.
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The influence of lexical and conceptual constraints on reading mixed-language sentences: Evidence from eye fixations and naming times
TL;DR: It appears that sentence context effects are influenced by both semantic/conceptual and lexical information, as shown in the results of two experiments examining the processing of mixed-language sentences by fluent Spanish-English bilinguals.
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Bilingual Language Mixing: Why Do Bilinguals Code-Switch?:
TL;DR: The authors explored the potential theoretical explanations for this language behavior, the costs and benefits associated with language switching, and the role of language dominance in the direction of the switch, and concluded that code switching follows functional and grammatical principles and is a complex, rule-governed phenomenon.
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Depth of spreading activation revisited: Semantic mediated priming occurs in lexical decisions
TL;DR: The authors showed that mediated priming appears in lexical decisions if (a) directly related words are not included on test lists or (b) a task is used that discourages relatedness checking.
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Conceptual and Lexical Development in Second Language Acquisition
TL;DR: This paper found that both conceptual and lexical links are formed for second language words, even after a single learning session, and that novice bilinguals rely exclusively on lexical representations when first acquiring a second language.