Abstract
Bilingual subjects sampled from two different populations were found to exhibit typical negative transfer effects in part/whole learning when both part and whole lists were in the same language. However, in a bilingual version of the experiment, only when subjects were switched from a part list in their dominant language to a whole list in their nondominant language was negative transfer observed. The results are discussed in terms of the hypotheses of interlingual interdependence and interlingual independence.
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