A study investigated the processes used by bilinguals for organizing vocabulary by presenting subjects with bilingual word recognition tasks in two modalities (aural and visual) and using a repetition paradigm. Subjects were asked to decide whether a word presented to them was a nonsense word or a real word. Two separate experiments are described. In the first, paired words, both cognates and non-cognates, were presented aurally to subjects in both English and Dutch; some distractors were used to minimize guessing. Intralingual (same-language) repetition was used to prime subjects, and its effects were also measured. Results show a significant intralingual priming effect for each language and between languages, for both cognates and non-cognates. In the second experiment, the same material was presented visually to a similar subject group. Results indicate similar effects. Comparison of the two experiments' results suggest a model for bilingual vocabulary processing, based on a monolingual model, distinguishing three levels of vocabulary learning: word form; lemma; and lexical representation. Actions at each level are described, and interactions occurring with increasing language proficiency are examined. Experimental data analyses are appended. Contains 13 references. (MSE)