Ghent University Academic Bibliography

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Moses or Noah? A case of ‘potato-potahto’ when using a foreign language

Sara Dhaene (UGent) , Nicolas Dirix (UGent) , Hélène Van Marcke and Evy Woumans (UGent)

(2022) BILINGUALISM-LANGUAGE AND COGNITION.
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Young learners’ L2 English after the onset of instruction : longitudinal development of L2 proficiency and the role of individual differences

Vanessa De Wilde (UGent) , Marc Brysbaert (UGent) and June Eyckmans (UGent)

(2021) BILINGUALISM-LANGUAGE AND COGNITION. 24(3). p.439-453
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Power considerations in bilingualism research : time to step up our game

Marc Brysbaert (UGent)

(2021) BILINGUALISM-LANGUAGE AND COGNITION. 24(5). p.813-818
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Language of instruction affects language interference in the third language

Brendan Tomoschuk, Wouter Duyck (UGent) , Robert Hartsuiker (UGent) , Victor S. Ferreira and Tamar H. Gollan

(2021) BILINGUALISM-LANGUAGE AND COGNITION. 24(4). p.707-718
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The role of L1 and L2 frequency in cross-linguistic structural priming : an artificial language learning study

Merel Muylle (UGent) , Sarah Bernolet and Robert Hartsuiker (UGent)

(2021) BILINGUALISM-LANGUAGE AND COGNITION. 24(4). p.767-778
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Executive control performance and foreign-language proficiency associated with immersion education in French-speaking Belgium

Morgane Simonis, Lize Van Der Linden, Benoit Galand, Phillippe Hiligsmann and Arnaud Szmalec (UGent)

(2020) BILINGUALISM-LANGUAGE AND COGNITION. 23(2). p.355-370
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Learning English through out-of-school exposure : which levels of language proficiency are attained and which types of input are important?

Vanessa De Wilde (UGent) , Marc Brysbaert (UGent) and June Eyckmans (UGent)

(2020) BILINGUALISM-LANGUAGE AND COGNITION. 23(1). p.171-185
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Studying texts in a second language : the importance of test type

Heleen Vander Beken (UGent) and Marc Brysbaert (UGent)

(2018) BILINGUALISM-LANGUAGE AND COGNITION. 21(5). p.1062-1074
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Studying texts in a second language : no disadvantage in long-term recognition memory

Heleen Vander Beken (UGent) , Evy Woumans (UGent) and Marc Brysbaert (UGent)

(2018) BILINGUALISM-LANGUAGE AND COGNITION. 21(4). p.826-838
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Is language interference (when it occurs) a graded or an all-or-none effect? Evidence from bilingual reported speech production

Anna Hatzidaki, Mikel Santesteban and Wouter Duyck (UGent)

(2018) BILINGUALISM-LANGUAGE AND COGNITION. 21(3). p.489-504

Academic Bibliography

Moses or Noah? A case of ‘potato-potahto’ when using a foreign language

Young learners’ L2 English after the onset of instruction : longitudinal development of L2 proficiency and the role of individual differences

Power considerations in bilingualism research : time to step up our game

Language of instruction affects language interference in the third language

The role of L1 and L2 frequency in cross-linguistic structural priming : an artificial language learning study

Executive control performance and foreign-language proficiency associated with immersion education in French-speaking Belgium

Learning English through out-of-school exposure : which levels of language proficiency are attained and which types of input are important?

Studying texts in a second language : the importance of test type

Studying texts in a second language : no disadvantage in long-term recognition memory

Is language interference (when it occurs) a graded or an all-or-none effect? Evidence from bilingual reported speech production

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