Anderson J. R. (1974). Retrieval of propositional information from long-term memory. Cognitive Psychology, 6, 451–474.
Anderson J. R., & Reder L. M. (1999). The fan effect: New results and new theories. Journal of Experimental Psychology: General, 128, 186–197.
Anderson M. C., & Neely J. H. (1996). Interference and inhibition in memory retrieval. In Bjork E. L. & Bjork R. A. (eds.), Handbook of perception and cognition: Memory (2nd edn.), pp. 237–313. San Diego, CA: Academic Press.
Balota D. A., Yap M. J., Cortese M. J., Hutchison K. A., Kessler B., Loftis B., Neely J. H., Nelson D. L., Simpson G. B., & Treiman R. (2007). The English Lexicon Project. Behavior Research Methods, 39, 445–459.
Bialystok E. (2006). Effect of bilingualism and computer video game experience on the Simon task. Canadian Journal of Experimental Psychology, 60, 68–79.
Brysbaert M., & Duyck W. (2010). Is it time to leave behind the Revised Hierarchical Model of bilingual language processing after fifteen years of service?
Bilingualism: Language and Cognition, 13, 359–371.
De Groot A. M. B., & Comijs H. (1995). Translation recognition and translation production: Comparing a new and an old tool in the study of bilingualism. Language Learning, 45, 467–509.
De Groot A. M. B., Dannenburg L., & Van Hell J. G. (1994). Forward and backward word translation by bilinguals. Journal of Memory and Language, 33, 600–629.
De Groot A. M. B., & Van Hell J. G. (2005). The learning of foreign language vocabulary. In Kroll & De Groot (eds.), pp. 9–29.
Degani T., & Tokowicz N. (2010). Ambiguous words are harder to learn. Bilingualism: Language and Cognition, 13, 299–314.
DeKeyser R., & Larson-Hall J. (2005). What does the critical period really mean? In Kroll & De Groot (eds.), pp. 88–108.
DeLosh E. L., & McDaniel M. A. (1996). The role of order information in free recall: Application to the word-frequency effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1136–1146.
Eddington C. M., & Tokowicz N. (2013). Examining English–German translation ambiguity using primed translation recognition. Bilingualism: Language and Cognition, 16, 442–457.
Izura C., Pérez M. A., Agallou E., Wright V. C., Marín J., Stadthagen-González H., & Ellis A. W. (2011). Age/order of acquisition effects and the cumulative learning of foreign words: A word training study. Journal of Memory and Language, 64, 32–58.
Karpicke J. D., & Roediger H. L. III (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151–162.
Karpicke J. D., & Roediger H. L. III (2008). The critical importance of retrieval for learning. Science, 319, 966–968.
Kaushanskaya M., & Marian V. (2009). Bilingualism reduced native-language interference during novel word learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 829–835.
Kroll J. F., & De Groot A. M. B. (eds.) (2005). Handbook of bilingualism: Psycholinguistic approaches. New York: Oxford University Press.
Kroll J. F., & Stewart E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149–174.
Kroll J. F., & Tokowicz N. (2001). The development of conceptual representation for words in a second language. In Nicol J. L. (ed.), One mind, two languages: Bilingual language processing, pp. 49–71. Malden, MA: Blackwell.
Laxén J., & Lavaur J. M. (2010). The role of semantics in translation recognition: Effects of number of translations, dominance of translations and semantic relatedness of multiple translations. Bilingualism: Language and Cognition, 13, 157–183.
Lotto L., & De Groot A. M. B. (1998). Effects of learning method and word type on acquiring vocabulary in an unfamiliar language. Language Learning, 48, 31–69.
McClelland J. L., & Rumelhart D. E. (1981). An interactive activation model of context effects in letter perception. Part 1: An account of basic findings. Psychological Review, 88, 375–407.
McDaniel M. A., Anderson J. L., Derbish M. H., & Morrisette N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494–513.
McDaniel M. A., Neufeld K. H., & Damico-Nettleton S. (2001). Many-to-one and one-to-many associative learning in a naturalistic task. Journal of Experimental Psychology: Applied, 7, 182–194.
Medina T. N., Snedeker J., Trueswell J. C., & Gleitman L. R. (2011). How words can and cannot be learned by observation. Proceedings of the National Academy of Sciences, 108, 9014–9019.
Morgan-Short K., Sanz C., Steinhauer K., & Ullman M. T. (2010). Second language acquisition of gender agreement in explicit and implicit training conditions: An event-related potential study. Language Learning, 60, 154–193.
Pasquarella A., Gottardo A., & Grant A. (2012). Comparing factors related to reading comprehension in adolescents who speak English as a first (L1) or second (L2) language. Scientific Studies of Reading, 16, 475–503.
Perfetti C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383.
Poepsel T., Gerfen C., & Weiss D. J. (2012). Context, mutual exclusivity, and the challenge of multiple mappings in word learning. Proceedings of the 36th Annual Boston University Conference on Language Development (vol. 2), pp. 474–486.
Postman L., & Gray W. (1977). Maintenance of prior associations and proactive inhibition. Journal of Experimental Psychology: Human Learning and Memory, 3, 255–263.
Postman L., & Parker J. F. (1970). Maintenance of first-list associations during transfer. The American Journal of Psychology, 83, 171–188.
Postman L., & Underwood B. J. (1973). Critical issues in interference theory. Memory and Cognition, 1, 19–40.
Potts R., & Shanks D. R. (2012). Can testing immunize memories against interference?
Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1780–1785.
Prior A., Kroll J. F., & MacWhinney B. (2013). Translation ambiguity but not word class predicts translation performance. Bilingualism: Language and Cognition, 16, 458–474
Prior A., MacWhinney B., & Kroll J. F. (2007). Translation norms for English and Spanish: The role of lexical variables, word class, and L2 proficiency in negotiating translation ambiguity. Behavior Research Methods, 39, 1029–1038.
Rawson K. A., & Dunlosky J. (2011). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough?
Journal of Experimental Psychology: General, 140, 283–302.
Stroop J. R. (1935). Studies in interference in serial verbal reactions. Journal of Experimental Psychology, 18, 643–662.
Tokowicz N., & Degani T. (2010). Translation ambiguity: Consequences for learning and processing. In Van Patten B. & Jegerski J. (eds.), Research on second language processing and parsing, pp. 281–293. Amsterdam: John Benjamins.
Tokowicz N., & Kroll J. F. (2007). Number of meanings and concreteness: Consequences of ambiguity within and across languages. Language and Cognitive Processes, 22, 727–779.
Tokowicz N., Kroll J. F., De Groot A. M. B., & Van Hell J. G. (2002). Number-of-translation norms for Dutch–English translation pairs: A new tool for examining language production. Behavior Research Methods, 34, 435–451.
Tokowicz N., Michael E. B., & Kroll J. F. (2004). The roles of study-abroad experience and working-memory capacity in the types of errors made during translation. Bilingualism: Language and Cognition, 7, 255–272.
Torres I. J., Flashman L. A., O'Leary D. S., & Andreasen N. C. (2001). Effects of retroactive and proactive interference on word list recall in schizophrenia. Journal of the International Neuropsychological Society, 7, 481–490.
Tulving E., & Watkins M. J. (1974). On negative transfer: Effects of testing one list on the recall of another. Journal of Verbal Learning and Verbal Behavior, 13, 181–193.
Turner M. L., & Engle R. W. (1989). Is working memory capacity task dependent?
Journal of Memory and Language, 28, 127–154.
Underwood B. J. (1969). Attributes of memory. Psychological Review, 76, 559–573.
Wahlheim C. N., & Jacoby L. L. (2011). Experience with proactive interference diminishes its effects: Mechanisms of change. Memory and Cognition, 39, 185–195.
Wilson M. D. (1988). The MRC psycholinguistic database: Machine readable dictionary, version 2. Behavior Research Methods, Instruments & Computers, 20, 6–11.