Retrieval of bilingual autobiographical memories: Effects of cue language and cue imageability (original) (raw)

An important issue in theories of bilingual autobiographical memory is whether linguistically encoded memories are represented in language-specific stores or in a common language-independent store. Previous research has found that autobiographical memory retrieval is facilitated when the language of the cue is the same as the language of encoding, consistent with language-specific memory stores. The present study examined whether this language congruency effect is influenced by cue imageability. Danish-English bilinguals retrieved autobiographical memories in response to Danish and English highor low-imageability cues. Retrieval latencies were shorter to Danish than English cues and shorter to high-than low-imageability cues. Importantly, the cue language effect was stronger for low-than highimageability cues. To examine the relationship between cue language and the language of internal retrieval, participants identified the language in which the memories were internally retrieved. More memories were retrieved when the cue language was the same as the internal language than when the cue was in the other language, and more memories were identified as being internally retrieved in Danish than English, regardless of the cue language. These results provide further evidence for language congruency effects in bilingual memory and suggest that this effect is influenced by cue imageability.

Autobiographical memory in bilinguals

Journal of Psycholinguistic Research, 1993

Traditional studies on bilingual memory have focused, for the most part, on understanding memories of a nonpersonal nature. The assumptions have been that memory paradigms derived from these investigations can accurately describe and characterize memory systems in bilinguals and that they can be generalized to understanding memory of more personal phenomena. Unlike those earlier investigations, the present study utilized an experimental procedure which ensures a more direct investigation of memory of personal events. Five-minute monologues about a dramatic personal experience were elicited from a group of coordinate bilinguals and then analyzed following Chafe's (1980) methodology. We found qualitative and quantitative differences in the linguistic organization of personal memories in the two languages in terms of the number of idea and thought units and the extent of elaboration and affective tone of the memories under discussion. The findings are important in understanding ways memories of personal events are linguistically organized in bilinguals.

Language-dependent recall of autobiographical memories

Journal of Experimental Psychology: General, 2000

Two studies of autobiographical memory explored the hypothesis that memories become more accessible when the linguistic environment at retrieval matches the linguistic environment at encoding. In Experiment 1, Russian-English bilinguals were asked to recall specific life experiences in response to word prompts. The results supported the hypothesis of language-dependent recall: Participants retrieved more experiences from the Russian-speaking period of their lives when interviewed in Russian and more experiences from the English-speaking period of their lives when interviewed in English. In Experiment 2, the language of the interview was varied independently from the language of the word prompts. Both variables were found to influence autobiographical recall. These findings show that language at the time of retrieval, like other forms of context, plays a significant role in determining what will be remembered.

Bilingual episodic memory: How speaking two languages influences remembering

Foundations of Bilingual Memory, 2014

In this chapter, we consider how bilingualism affects memory for events from one’s personal past, such as a person’s first day of school many years prior or a conversation held just a few hours ago. We first review studies indicating that the language a bilingual is using at retrieval improves access to experiences that were encoded when that same language was being used. Next, we discuss research showing that how a bilingual encodes and retrieves episodic memories depends on the linguistic structure and cultural associations of the specific language the bilingual is using. Finally, we consider research suggesting that the cognitive and linguistic consequences of long-term bilingual experience can affect encoding and retrieval and might lead bilinguals to show enhanced memory for non-linguistic aspects of events and poorer memory for linguistic aspects. Collectively, these studies reveal that learning and using two languages affects what bilinguals remember and how well they remember it.

Autobiographical memories and language in bicultural bilinguals

2003

Research focusing on autobiographi cal memory in bilingua l speakers has revealed different patterns of memory retrieval depending upon the language in which memories are being accessed. The present study examined narrative properties of autobiographi cal memories retrieved by Russian English bilinguals. Results suggest that bilinguals’ languages may influence cognitive styles. When speaking English, a language associated with a more individualistic culture, Russian-English bilinguals produced more individualistic narratives, whereas when speaking Russian, a language associated with a more collectivist culture, Russian-English bilinguals produced more collectivist narratives. In addition, code-switching was more likely to take place from the second language into the first language and when the language of retrieval did not match the language of encoding. Conceptual and grammatical transfers across the two languages were also observed. These results suggest that narratives, memories,...

Autobiographical memory in bilinguals: self memory system in a Kurdish-Turkish sample

2013

The present study explored how language and self influence retrieval of autobiographical memories among bilinguals. More specifically, the present study is aimed primarily at examining the emerging differences in characteristics of autobiographical memories mediated by the relationship between the language they use and the self associated with the language. To explore this dynamic relationship Conway‟s and Pleydell-Pearce‟s (2000) Self Memory System framework was adapted. 41 Kurdish-Turkish bilinguals whose ages ranged between 18 and 59 were asked to provide three memories from different points in time in response to cue-words. Interviews were conducted in two sessions; in either Kurdish or Turkish with a gap of two weeks. Time points were determined to be as 1 week ago, 1 year ago, and 10-15 years ago. In addition, participants were asked to retrieve their earliest childhood memories In each session participants were asked to rate their memories in various phenomenological properti...

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