title: Frequency drives lexical access in reading but not in speaking: the frequency-lag hypothesis.
abstract: To contrast mechanisms of lexical access in production versus comprehension we compared the effects of word frequency (high, low), context (none, low constraint, high constraint), and level of English proficiency (monolingual, Spanish-English bilingual, Dutch-English bilingual) on picture naming, lexical decision, and eye fixation times. Semantic constraint effects were larger in production than in reading. Frequency effects were larger in production than in reading without constraining context but larger in reading than in production with constraining context. Bilingual disadvantages were modulated by frequency in production but not in eye fixation times, were not smaller in low-constraint contexts, and were reduced by high-constraint contexts only in production and only at the lowest level of English proficiency. These results challenge existing accounts of bilingual disadvantages and reveal fundamentally different processes during lexical access across modalities, entailing a primarily semantically driven search in production but a frequency-driven search in comprehension. The apparently more interactive process in production than comprehension could simply reflect a greater number of frequency-sensitive processing stages in production.
authors.affiliation: Department of Psychiatry, University of California, San Diego, La Jolla, CA, 92093-0948, USA. tgollan@ucsd.edu
authors.forename: Tamar H
authors.initials: TH
authors.lastname: Gollan
authors.forename: Timothy J
authors.initials: TJ
authors.lastname: Slattery
authors.forename: Diane
authors.initials: D
authors.lastname: Goldenberg
authors.forename: Eva
authors.initials: E
authors.lastname: Van Assche
authors.forename: Wouter
authors.initials: W
authors.lastname: Duyck
authors.forename: Keith
authors.initials: K
authors.lastname: Rayner
mesh_terms: D032882:Comprehension; D006801:Humans; D019303:Multilingualism; D010364:Pattern Recognition, Visual; D011932:Reading; D021641:Recognition, Psychology; D012660:Semantics; D014705:Verbal Behavior; D014825:Vocabulary