We investigated working memory and verbal fluency in simultaneous interpreters, expecting to find enhanced working memory and semantic processing in interpreters relative to others fluent in a second language. The interpreters (n = 15) outperformed the control group (n = 35) on semantic fluency and most measures of working memory; their advantage over teachers of a foreign language (n = 15) approached, but did not reach, statistical significance. Our findings suggest that, while proficiency in a foreign language may enhance fluency and working memory skills, simultaneous interpreters have semantic processing and working memory capacities greater than those expected from mere proficiency in a foreign language.

This study investigates the performance of seven Greek SLI children on the production of wh-questions at two points in their linguistic development. In particular, it compares and discusses the results of two experiments on the production of subject and object wh-questions; the second experiment was carried out 5 years after the first one. Despite the SLI children's significant improvement in the production of subject and object wh-questions, the results indicated persistent problems with specific grammatical operations. Adopting a developmental perspective, issues concerning the linguistic deficits in SLI are discussed.