Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers.
Purpose: We compared novel word learning in 2nd-grade children with typical development who were Spanish-English bilinguals to English monolinguals to understand word learning in bilingual children. Method: Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that ass...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 62; no. 7; pp. 2332 - 2361 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Jul2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=137617102&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 137617102 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Jul2019 vid: 62 iid: 7 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 137617102 10.1044/2019_JSLHR-L-18-0009 ppf: 2332 ppct: 29 formats: fmt: @attributes: type: P size: 1.9MB tig: atl: Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers. aug: au: Alt, Mary Arizmendi, Genesis Dominique Gray, Shelley Hogan, Tiffany Patrice Green, Samuel Cowan, Nelson affil: University of Arizona, Tuczon Arizona State University, Tempe MGH Institute of Health Professions, Boston, MA University of Missouri-Columbia su: Bilingualism in children Monolingualism Language acquisition Vocabulary Educational attainment sug: subj: Bilingualism in children Monolingualism Language acquisition Vocabulary Educational attainment ab: Purpose: We compared novel word learning in 2nd-grade children with typical development who were Spanish-English bilinguals to English monolinguals to understand word learning in bilingual children. Method: Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that assessed word learning in 6 different contexts. The tasks measured children's ability to link novel names with novel objects/actions, make decisions about the accuracy of those names and objects/actions, recognize the semantic features of the objects/actions, and produce the novel names. For analysis, we used Bayesian repeated-measures analyses of covariance with Bayesian independent-samples t tests to clarify interactions. Results: Monolingual and bilingual children differed in some, but not most, word learning situations. There was at least moderate evidence that bilingual children were less accurate at naming in 1 condition and at detecting mispronunciations in 3 of 6 contexts and were less accurate at judging semantic features of a referent when that referent was paired with orthographic information. Discussion: Among children with typical development, there were few differences in novel word learning between monolingual and bilingual participants. When differences did occur, they suggested that bilinguals were more accepting of phonological variations of word productions than their monolingual peers. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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