Fig 1.
Schematic representation of the experimental design (left) and the predictions of experiment 1a, 1b and 2 in what regards the relative magnitude of translation interference effects for non-cognates.
Table 1.
RTs for the Learning phase in Experiment 1a (P)ictures) and b (W)ords).
Numbers in parenthesis represent the standard error.
Table 2.
RTs and translation interference (TI, negative numbers) or priming (TP, positive numbers) for the Testing phase in Experiment 1a (picture naming in both phases).
Numbers in parenthesis represent the standard error.
Table 3.
RTs and translation interference (TI, negative numbers) or priming (TP, positive numbers) for the Testing phase in Experiment 1b (word naming in Learning phase and picture naming in Testing phase).
Numbers in parenthesis represent the standard error.
Table 4.
RTs for the Learning phase in Experiment 2.
Numbers in parentheses represent the mean standard error.
Table 5.
RTs and translation interference (TI, negative numbers) or priming (TP, positive numbers) for the Testing phase in Experiment 2.
Numbers in parentheses represent the mean standard error.
Fig 2.
Difference in translation interference effects in ms between L1 and L2 naming (i.e., priming*language interaction) for non-cognates of Experiment 1a, 1b and 2.
Positive numbers indicate a larger effect in L1 naming, negative numbers indicate a larger effect in L2 naming.