Abstract
Cross-language priming in word-fragment completion was investigated from the perspective of the transfer appropriate processing (TAP) framework as extended by Weldon (1991). Both proficient and beginning bilinguals were tested when study conditions were presented in mixed or unmixed lists. Spanish words were read, mentally translated, or translated and written prior to an English word fragment completion test. Consistent with the revised TAP framework, primed fragment completion increased as the number of study-activated processing components increased. For proficient bilinguals, priming was significant for items read in pure lists but not for items read in mixed lists.
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