Abstract
The effect of language set and language competence on bilingual word associations was studied. Students at varying levels of competence in French were given preliminary instructions in either French or English, and they then took a wordassociation test, consisting of stimulus words in both languages. More advanced students gave more responses in French. Students instructed in French gave a higher percentage of responses in French, and French stimuli produced more French responses for advanced students. There was a strong tendency to respond with a word from the same form class as the stimulus.
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