Current Projects

The three main lines of research in the Bilingual Cognition Lab are detailed below. However, we have conducted studies on a number of other topics related to bilingualism and/or human memory.

Funding Sources

Funded 2001-2005 by NIH grant 1 R15 MH61765-01A1
Funded 2006-2008 by NSF ADVANCE Research Assistantship
Funded 2016-2022 by NSF grant BCS-1632283 

Goals of the Project

(1) Develop a model of implicit memory
(2) Quantitatively specify transfer-appropriate processing 
(3) Understand conceptual overlap and transfer of learning across languages
(4) Understand bilingual vocabulary access
(5) Understand the learning that occurs with repeated exposures to bilingual vocabulary
(6) Evaluate whether the learning observed in repetition priming occurs in contextualized language
(7) Determine the loci of word frequency and language proficiency effects on word production
(8) Evaluate the timeframe over which comprehension exposures impact later production

Publications on Decomposition of Implicit Memory Processes and Bilingual Word Production

Francis, W. S., Guedea Morales, E. L., Gurrola, B. V. (in press). Reading or translating words in story contexts facilitates their production the next day: Evidence from bilingual repetition priming, Memory & Cognition.

Francis, W. S., Guedea Morales, E. L., Meléndez Luján, M. R., & Tovar, A. (2025). Isolated and contextualized comprehension exposures have sustained effects on spoken word production: Evidence from bilingual repetition priming. Journal of Memory and Language, 140, 104572. 

Gleason, L. J., & Francis, W. S. (2024). Mechanisms of long-term repetition priming in recognizing speech in noise. Memory, 32, 237-251.

Francis. W. S., Gurrola, B. V., & Martinez, M. (2022). Comprehension exposures to words in sentence contexts impact spoken word production. Manuscript submitted for publication. Memory & Cognition, 50, 192-215.

Tsuboi, N., Francis, W. S., & Jameson, J. T. (2021). How word comprehension exposures facilitate later spoken production: Implications for lexical processing and repetition priming. Memory, 29, 39-58.

Francis, W. S. (2020). Shared core meanings and shared associations in bilingual semantic memory: Evidence from research on implicit memory. International Journal of Bilingualism, 24, 464-477.

Taylor, R. S., & Francis, W. S. (2017). Between-language repetition priming in antonym generation: Evidence that translation-equivalent adjectives have shared conceptual representations across languages. Memory, 25, 344-349.

Francis, W. S. (2014). Repetition priming in picture naming: Sustained learning through the speeding of multiple processes. Psychonomic Bulletin & Review, 21, 1301-1308. 

Francis, W. S., Camacho, A., & Lara, C. (2014). Words translated in sentence contexts produce repetition priming in visual word comprehension and spoken word production. Memory & Cognition, 42, 1143-1154.

de la Riva López, Eva M., Francis, W. S., & García, J. (2012). Repetition priming within and between languages in verb generation: Evidence for shared verb concepts. Memory, 20, 358-373.

Francis, W. S., & Goldmann, L. L. (2011). Repetition priming within and between languages in semantic classification of concrete and abstract words. Memory, 19, 653-663.

Francis, W. S., Durán, G., Augustini, B. K., Luévano, G., Arzate, J. C., & Sáenz, S. P. (2011). Decomposition of repetition priming processes in word translation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 187-205.

Francis, W. S., Fernandez, N. P., & Bjork, R. A. (2010). Conceptual and Non-conceptual Repetition Priming in Category Exemplar Generation: Evidence from Bilinguals. Memory, 18, 787-789.

Francis, W. S., Corral, N. I., Jones, M. L., & Sáenz, S. P. (2008). Decomposition of repetition priming components in picture naming. Journal of Experimental Psychology: General, 137, 566-590.

Francis, W. S., & Sáenz, S. P. (2007). Repetition priming endurance in picture naming and translation: Contributions of component processes. Memory & Cognition, 35, 481-493.  

Francis, W. S., & Gallard, S. L. K. (2005). Concept mediation in trilingual translation: Evidence from response times and repetition priming patterns. Psychonomic Bulletin & Review, 12, 1082-1088.  

Francis, W. S., Augustini, B. K., & Sáenz, S. P. (2003). Repetition priming in picture naming and translation depends on shared processes and their difficulty: Evidence from Spanish-English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1283-1297. 

Manuscripts on Decomposition of Implicit Memory Processes

Funding Sources

Pilot funded 2004-2005 by Faculty Development Grant under NIH MRISP at UTEP
Pilot funded 2005-2006 by UTEP Teachers for a New Era MiniGrant (Carnegie Corporation of New York)
Funded 2009-2012 by NSF Grant BCS-0924905
Funded 2014-2018 by NIH Grant R15HD078921

Funded 2016-2022 by NSF grant BCS-1632283

Goals of the Project

(1) Determine which memory processes are impacted by bilingual language proficiency
(2) Discover the mechanisms underlying proficiency effects and monolingual-bilingual differences in memory performance
(3) Develop a theory to explain the effects of bilingualism and language proficiency on memory performance

Publications on the Effects of Bilingual Proficiency on Memory Processes

Francis, W. S., & Nájera, O. I. (2025). Bilingual proficiency effects in paired-associate learning of vocabulary in an unfamiliar language. Bilingualism: Language and Cognition, 28, 102-119.

Gurrola, B. V., & Francis, W. S. (2025). False memories in bilinguals: Integration of information across languages and limitations on proficiency effects. Psychonomic Bulletin & Review, 32, 387-395.

Tsuboi, N., & Francis, W. S. (2025). Who said what to whom? Memory for sources and destinations in monolinguals and bilinguals. Memory & Cognition, 53, 606-627.

Tsuboi, N., & Francis, W. S. (2020). Rethinking bilingual enhancement and dominance effects in associative learning of foreign language vocabulary: The role of proficiency in the mediating language. Journal of Memory and Language, 115, 104155. 

Francis, W. S., Arteaga, M., M., Liaño, M. K., & Taylor, R. S. (2020). Temporal dynamics of free recall: The role of rehearsal efficiency in word frequency and bilingual language proficiency effects. Journal of Experimental Psychology: General, 149, 1477-1508.

Francis, W. S., Strobach, E. N., Penalver, R. M., Martínez, M., Gurrola, B. V., & Soltero, A. (2019). Word-context associations in episodic memory are learned at the conceptual level: Word frequency, bilingual proficiency, and bilingual status effects on source memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 1852-1871.

Taylor, R. S., Francis, W. S., Borunda-Vazquez, L., &  Carbajal, J  (2019). Mechanisms of word concreteness effects in explicit memory: Does context availability play a role? Memory & Cognition, 47, 169-181.

Francis, W. S., Taylor, R. S., Gutiérrez, M.,  Liaño, M. K.,  Manzanera, D. G., & Penalver, R. M. (2018). The effects of language proficiency on item recall and semantic clustering in free recall output: Evidence for shared semantic associations across languages.  Memory, 26, 1364-1378.

Francis, W. S., & Baca, Y. (2014). Effects of language dominance on item and order memory in free recall, serial recall, and order reconstruction. Memory, 22, 1060-1069.

Francis, W. S., & Strobach, E. N. (2013). The bilingual L2 advantage in recognition memory. Psychonomic Bulletin & Review, 20, 1296-1303.

Francis, W. S., & Gutiérrez, M. (2012). Bilingual recognition memory: Stronger performance but weaker levels-of-processing effects in the less fluent language. Memory & Cognition, 40, 496-503. 

Manuscripts on the Effects of Bilingual Proficiency on Memory Processes

Funding Sources

Funded 2009-2012 by NSF Grant BCS-0924905
Funded 2014-2018 by NIH Grant R15HD078921

Funded 2016-2022 by NSF grant BCS-1632283 

Goals of the Project

(1) Determine the representation levels involved in verbal associative memory
(2) Uncover mechanisms of word-characteristic and context effects in explicit memory
(3) Develop theory of the relationships among item presentations, rehearsals, and recall outcomes

Publications on Mechanisms of Explicit Memory

Francis, W. S., & Baca, P. A. (in press). Memory for language and modality in bilinguals: Dependencies and frequency effects. Psychonomic Bulletin & Review.

Tsuboi, N., & Francis, W. S. (2025). Who said what to whom? Memory for sources and destinations in monolinguals and bilinguals. Memory & Cognition, 53, 606-627.

Francis, W. S., Arteaga, M., M., Liaño, M. K., & Taylor, R. S. (2020). Temporal dynamics of free recall: The role of rehearsal efficiency in word frequency and bilingual language proficiency effects. Journal of Experimental Psychology: General, 149, 1477-1508.

Tsuboi, N., & Francis, W. S. (2020). Rethinking bilingual enhancement and dominance effects in associative learning of foreign language vocabulary: The role of proficiency in the mediating language. Journal of Memory and Language, 115, 104155. 

Francis, W. S., Strobach, E. N., Penalver, R. M., Martínez, M., Gurrola, B. V., & Soltero, A. (2019). Word-context associations in episodic memory are learned at the conceptual level: Word frequency, bilingual proficiency, and bilingual status effects on source memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 1852-1871.

Taylor, R. S., Francis, W. S., Borunda-Vazquez, L., &  Carbajal, J. (2019). Mechanisms of word concreteness effects in explicit memory: Does context availability play a role? Memory & Cognition, 47, 169-181.