Potential ways in which previous language knowledge could influence language learning and teaching is attracting increasing attention of researchers due to the developing multilingual phenomenon. However, a conversation between crosslinguistic influence in language education and information processing theories is still a rising topic. This study assesses the crosslinguistic influence of classroom third language learning and teaching from the scope of psychotypology and possible learning strategy from L3 romance language learners (n=90, L2 English L1 Chinese). Qualitative methods were utilized to extract insights from students' reflective elaboration. Findings show the diverse and dynamic nature of crosslinguistic influence in early language learners' perception. While psychotypology perception is most likely to be related to L2's facilitative role of declarative knowledge, the transfer of procedural knowledge from L2 to L3 seems not to be influenced by a psychotypological perception. Results were then discussed within the context of information processing and provided possible implications for instructors. Finally, this study hopes to draw further attention to the cognitive aspect of crosslinguistic influence and its application in education.