Attentional Resources in Bilingual Reading: Effects of Continuous Versus Discontinuous Images on Word Memory

Abstract

Studies have generally found benefits of multimodal presentation for comprehension and memory. However, although learner-related and design-related factors have received increasing attention in bilingual and L2 research, the role of visual continuity in naturalistic reading and its interaction with attentional control remains less well understood. This study investigated how the presence and continuity of visual inputs affect word recognition memory in bilingual Chinese-English university students. We also examined whether components of the attention network moderate word recognition performance. Participants read short passages in either their first language (L1) Chinese or second language (L2) English under three conditions: plain text, discontinuous images, or continuous images. Recognition memory was tested for previously seen words and semantically related foils. Results showed that the presence of images did not significantly improve recognition accuracy for previously seen words, but multimodal presentation increased susceptibility to semantic interference, regardless of language. Attentional control, particularly conflict resolution, moderated the effects of visual input, with stronger effects emerging in conditions that required more strategic allocation of cognitive resources. These findings highlight the complex, context-dependent effects of multimodal input and attentional resources on bilingual memory, suggesting that optimal visual support in language learning should consider individual cognitive profiles and task demands.