Pub Date : 2022-05-18DOI: 10.1080/15475441.2022.2071717
Katie Von Holzen, Sandrien van Ommen, Katherine S White, T. Nazzi
ABSTRACT Successful word recognition requires that listeners attend to differences that are phonemic in the language while also remaining flexible to the variation introduced by different voices and accents. Previous work has demonstrated that American-English-learning 19-month-olds are able to balance these demands: although one-off one-feature mispronunciations typically disrupt English-learning toddlers’ lexical access, they no longer do after toddlers are exposed to a novel accent in which these changes occur systematically. The flexibility to deal with different types of variation may not be the same for toddlers learning different first languages, however, as language structure shapes early phonological biases. We examined French-learning 19-month-olds’ sensitivity and adaptation to a novel accent that shifted either the standard pronunciation of /a/ from [a] to [ɛ] (Experiment 1) or the standard pronunciation of /p/ from [p] to [t] (Experiment 2). In Experiment 1, French-learning toddlers recognized words with /a/ produced as [ɛ], regardless of whether they were previously exposed to an accent that contained this vowel shift or not. In Experiment 2, toddlers did not recognize words with /p/ pronounced as [t] at test unless they were first familiarized with an accent that contained this consonant shift. These findings are consistent with evidence that French-learning toddlers privilege consonants over vowels in lexical processing. Together with previous work, these results demonstrate both differences and similarities in how French- and English-learning children treat variation, in line with their language-specific phonological biases.
{"title":"The Impact of Phonological Biases on Mispronunciation Sensitivity and Novel Accent Adaptation","authors":"Katie Von Holzen, Sandrien van Ommen, Katherine S White, T. Nazzi","doi":"10.1080/15475441.2022.2071717","DOIUrl":"https://doi.org/10.1080/15475441.2022.2071717","url":null,"abstract":"ABSTRACT Successful word recognition requires that listeners attend to differences that are phonemic in the language while also remaining flexible to the variation introduced by different voices and accents. Previous work has demonstrated that American-English-learning 19-month-olds are able to balance these demands: although one-off one-feature mispronunciations typically disrupt English-learning toddlers’ lexical access, they no longer do after toddlers are exposed to a novel accent in which these changes occur systematically. The flexibility to deal with different types of variation may not be the same for toddlers learning different first languages, however, as language structure shapes early phonological biases. We examined French-learning 19-month-olds’ sensitivity and adaptation to a novel accent that shifted either the standard pronunciation of /a/ from [a] to [ɛ] (Experiment 1) or the standard pronunciation of /p/ from [p] to [t] (Experiment 2). In Experiment 1, French-learning toddlers recognized words with /a/ produced as [ɛ], regardless of whether they were previously exposed to an accent that contained this vowel shift or not. In Experiment 2, toddlers did not recognize words with /p/ pronounced as [t] at test unless they were first familiarized with an accent that contained this consonant shift. These findings are consistent with evidence that French-learning toddlers privilege consonants over vowels in lexical processing. Together with previous work, these results demonstrate both differences and similarities in how French- and English-learning children treat variation, in line with their language-specific phonological biases.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"29 1","pages":"303 - 322"},"PeriodicalIF":1.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75899618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.1080/15475441.2022.2060834
Weiyi Ma, Rufan Luo, R. Golinkoff, K. Hirsh-Pasek
ABSTRACT Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across actions—the action invariants; and (b) seeing a less variable range of exemplars enables children to focus on and extract the action invariants. Using manner—a major component of verb meaning in English—as a test case, this study addressed this debate by examining the influence of manner variability on the ability to fast-map new verbs and extend them to novel exemplars in 2-, 3-, and 4-year-old English-speaking children. Results contribute to this debate by showing that high manner variability hindered fast-mapping but facilitated extension to manner variations in the 2- and 3-year-olds. Thus, high exemplar variability may affect verb fast-mapping and extension differently. Furthermore, manner variability did not affect 4-year-olds’ (or adults’) fast-mapping or extension, suggesting that the influence of exemplar variability on verb learning attenuates with age. Finally, manner variability did not affect agent or object extension, revealing a component-specific effect of exemplar variability on verb extension.
{"title":"The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning","authors":"Weiyi Ma, Rufan Luo, R. Golinkoff, K. Hirsh-Pasek","doi":"10.1080/15475441.2022.2060834","DOIUrl":"https://doi.org/10.1080/15475441.2022.2060834","url":null,"abstract":"ABSTRACT Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across actions—the action invariants; and (b) seeing a less variable range of exemplars enables children to focus on and extract the action invariants. Using manner—a major component of verb meaning in English—as a test case, this study addressed this debate by examining the influence of manner variability on the ability to fast-map new verbs and extend them to novel exemplars in 2-, 3-, and 4-year-old English-speaking children. Results contribute to this debate by showing that high manner variability hindered fast-mapping but facilitated extension to manner variations in the 2- and 3-year-olds. Thus, high exemplar variability may affect verb fast-mapping and extension differently. Furthermore, manner variability did not affect 4-year-olds’ (or adults’) fast-mapping or extension, suggesting that the influence of exemplar variability on verb learning attenuates with age. Finally, manner variability did not affect agent or object extension, revealing a component-specific effect of exemplar variability on verb extension.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"16 1","pages":"249 - 274"},"PeriodicalIF":1.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73438610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1080/15475441.2022.2047690
D. Kayabaşı, Kadir Gökgöz
ABSTRACT We discuss the causative-inchoative alternation in Turkish Sign Language (Türk İşaret Dili – TİD), and the age of acquisition effects on multi-predicate, complex constructions that are observed in both causative and inchoative events. We present a picture-description task performed by 24 adult signers, half of which were exposed to TİD from birth (native adult signers) and the other half after the age of 4 (late adult signers). The results show that (i) the causative-inchoative alternation in TİD is attested both as labile alternation and classifier alternation; (ii) there is no significant age of acquisition effects on the choice of alternation types; (iii) both causative and inchoative events have complex event structures that can be overtly expressed through multi-predicate, complex constructions; and (iv) late signers are less likely to produce multi-predicate, complex constructions than native signers. These results support the significance of deaf individuals’ early exposure to a sign language.
摘要:本文讨论了土耳其手语(t rk İşaret Dili - TİD)的致动-始动交替，以及在致动和始动事件中观察到的多谓语复杂结构的习得年龄效应。我们提出了一个由24名成年签名者完成的图片描述任务，其中一半人从出生开始接触TİD(原生成人签名者)，另一半人在4岁之后(晚期成人签名者)。结果表明:(1)TİD的致始交替被证明是不稳定交替和分类交替;(ii)习得年龄对替代类型的选择没有显著影响;(iii)致因事件和起始事件都具有复杂的事件结构，可以通过多谓语、复杂结构来公开表达;(iv)晚期手语使用者比原生手语使用者更不可能产生多谓词、复杂的结构。这些结果支持了失聪个体早期接触手语的重要性。
{"title":"The Causative-Inchoative Alternation and Age-of-Acquisition Effects on Multi-predicate Constructions in Turkish Sign Language","authors":"D. Kayabaşı, Kadir Gökgöz","doi":"10.1080/15475441.2022.2047690","DOIUrl":"https://doi.org/10.1080/15475441.2022.2047690","url":null,"abstract":"ABSTRACT We discuss the causative-inchoative alternation in Turkish Sign Language (Türk İşaret Dili – TİD), and the age of acquisition effects on multi-predicate, complex constructions that are observed in both causative and inchoative events. We present a picture-description task performed by 24 adult signers, half of which were exposed to TİD from birth (native adult signers) and the other half after the age of 4 (late adult signers). The results show that (i) the causative-inchoative alternation in TİD is attested both as labile alternation and classifier alternation; (ii) there is no significant age of acquisition effects on the choice of alternation types; (iii) both causative and inchoative events have complex event structures that can be overtly expressed through multi-predicate, complex constructions; and (iv) late signers are less likely to produce multi-predicate, complex constructions than native signers. These results support the significance of deaf individuals’ early exposure to a sign language.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"192 1","pages":"125 - 150"},"PeriodicalIF":1.5,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82700891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1080/15475441.2022.2047688
Angela Cooper, Melissa Paquette-Smith, Caterina Bordignon, E. K. Johnson
ABSTRACT Foreign accents can vary considerably in the degree to which they deviate from the listener’s native accent, but little is known about how the relationship between a speaker’s accent and a listener’s native language phonology mediates adaptation. Using an artificial accent methodology, we addressed this issue by constructing a set of three artificial accents (Near, Far, and Farther), varying in the number and magnitude of pronunciation deviations from standard Canadian English. These accents were presented to toddlers and adults in an eye-tracking task. Regardless of accent type, adults readily adapted to the exposed pronunciation change. Adults exposed to the Farther accent were also more willing to accept novel pronunciation changes. Young toddlers exposed to Far or Farther accents showed no evidence of acquiring the exposed pronunciation change and demonstrated worse word recognition for standard Canadian-accented words. These findings suggest that when a speaker’s accent deviates substantially from a young toddler’s native accent, this may lead to a significant decrement in their ability to recognize not only an unfamiliar accent but also native-accented speech. Overall, these findings provide a well-controlled test of competing models of accent adaptation and generate multiple hypotheses to be examined in the future using more ecologically valid stimuli.
{"title":"The Influence of Accent Distance on Perceptual Adaptation in Toddlers and Adults","authors":"Angela Cooper, Melissa Paquette-Smith, Caterina Bordignon, E. K. Johnson","doi":"10.1080/15475441.2022.2047688","DOIUrl":"https://doi.org/10.1080/15475441.2022.2047688","url":null,"abstract":"ABSTRACT Foreign accents can vary considerably in the degree to which they deviate from the listener’s native accent, but little is known about how the relationship between a speaker’s accent and a listener’s native language phonology mediates adaptation. Using an artificial accent methodology, we addressed this issue by constructing a set of three artificial accents (Near, Far, and Farther), varying in the number and magnitude of pronunciation deviations from standard Canadian English. These accents were presented to toddlers and adults in an eye-tracking task. Regardless of accent type, adults readily adapted to the exposed pronunciation change. Adults exposed to the Farther accent were also more willing to accept novel pronunciation changes. Young toddlers exposed to Far or Farther accents showed no evidence of acquiring the exposed pronunciation change and demonstrated worse word recognition for standard Canadian-accented words. These findings suggest that when a speaker’s accent deviates substantially from a young toddler’s native accent, this may lead to a significant decrement in their ability to recognize not only an unfamiliar accent but also native-accented speech. Overall, these findings provide a well-controlled test of competing models of accent adaptation and generate multiple hypotheses to be examined in the future using more ecologically valid stimuli.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"3 1","pages":"74 - 94"},"PeriodicalIF":1.5,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83095629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1080/15475441.2022.2050235
Yuko Okumura, Y. Oshima-Takane, Tessei Kobayashi, Michelle Ma, Yuhko Kayama
ABSTRACT In successful communication, it is critical to have the ability to identify what a speaker is referring to from previously mentioned information. This ability requires the identification of the topic initially introduced by lexical forms and its continuity in discourse expressed by anaphora such as null and pronominal forms in the subsequent sentences. While Japanese-speaking children are frequently provided with pronominal and null forms, especially the null form, in reference to previously mentioned topics, it remains unclear from what age they understand the anaphoric use of such referential forms. The current study investigated the age at which Japanese-speaking children are able to identify the presence of topic chains connecting null and pronoun anaphora to the topic referred to by a lexical form in the preceding sentence. We tested children’s comprehension of null and pronominal object sentences using an intermodal preferential-looking paradigm. The results demonstrated that the Japanese-speaking children aged 2;7 and 3;2 as a group looked at the target animation reliably longer after hearing the test sentences than before or during the test sentences. This finding provides evidence that Japanese-speaking children’s ability to track topic chains and understand anaphora in the discourse develop by 2;7 years of age. However, unlike the 3;2-year-old group, the 2;7-year-old group showed weaker performance in interpreting pronominal object sentences, suggesting a possibility that young children find the interpretation of null anaphora easier than that of pronoun anaphora.
{"title":"Comprehension of Null and Pronominal Object Sentences in Japanese-speaking Children","authors":"Yuko Okumura, Y. Oshima-Takane, Tessei Kobayashi, Michelle Ma, Yuhko Kayama","doi":"10.1080/15475441.2022.2050235","DOIUrl":"https://doi.org/10.1080/15475441.2022.2050235","url":null,"abstract":"ABSTRACT In successful communication, it is critical to have the ability to identify what a speaker is referring to from previously mentioned information. This ability requires the identification of the topic initially introduced by lexical forms and its continuity in discourse expressed by anaphora such as null and pronominal forms in the subsequent sentences. While Japanese-speaking children are frequently provided with pronominal and null forms, especially the null form, in reference to previously mentioned topics, it remains unclear from what age they understand the anaphoric use of such referential forms. The current study investigated the age at which Japanese-speaking children are able to identify the presence of topic chains connecting null and pronoun anaphora to the topic referred to by a lexical form in the preceding sentence. We tested children’s comprehension of null and pronominal object sentences using an intermodal preferential-looking paradigm. The results demonstrated that the Japanese-speaking children aged 2;7 and 3;2 as a group looked at the target animation reliably longer after hearing the test sentences than before or during the test sentences. This finding provides evidence that Japanese-speaking children’s ability to track topic chains and understand anaphora in the discourse develop by 2;7 years of age. However, unlike the 3;2-year-old group, the 2;7-year-old group showed weaker performance in interpreting pronominal object sentences, suggesting a possibility that young children find the interpretation of null anaphora easier than that of pronoun anaphora.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"30 1","pages":"151 - 166"},"PeriodicalIF":1.5,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84130848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-19DOI: 10.1080/15475441.2022.2060832
Meiling Yang, Yunqi Wang
ABSTRACT How does linguistic structure affect children’s developing cardinal number knowledge? The bootstrapping theory proposes that children might use syntactic information provided by known words such as quantifiers to bootstrap the meanings of unfamiliar words such as number words. Prior studies of numeral and quantifier development have indicated that the bootstrapping mechanism that children can use to discover numeral meanings might work differently in different languages. Nevertheless, support for this conclusion remains preliminary. The present study explored this hypothesis through an investigation of the possible relations between cardinal number knowledge and quantifier comprehension in Mandarin Chinese-speaking children. Notably, in contrast with previous studies, this study also offered a glimpse into children’s receptive vocabulary development and its relation with cardinal number knowledge and quantifier comprehension. Results showed that cardinal number knowledge did not seem to be correlated with quantifier comprehension (both “exact” and “non-exact” quantifiers) when controlling for such covariates as children’s age, gender, parent education, and family income. Moreover, children’s receptive vocabulary size explained a significant amount of variance in their quantifier knowledge over and above children’s age, gender, parent education, and family income, but not in their cardinal number development over and above these covariates. These results provide further evidence for the hypothesis that while the bootstrapping mechanism may facilitate number word learning in children speaking languages like English, it might play a lesser role in children speaking classifier languages such as Mandarin Chinese. Implications for the role that general receptive vocabulary plays in the acquisition of number words and quantifiers are also discussed.
{"title":"The Relations between Cardinal Number Knowledge and Quantifier Comprehension","authors":"Meiling Yang, Yunqi Wang","doi":"10.1080/15475441.2022.2060832","DOIUrl":"https://doi.org/10.1080/15475441.2022.2060832","url":null,"abstract":"ABSTRACT How does linguistic structure affect children’s developing cardinal number knowledge? The bootstrapping theory proposes that children might use syntactic information provided by known words such as quantifiers to bootstrap the meanings of unfamiliar words such as number words. Prior studies of numeral and quantifier development have indicated that the bootstrapping mechanism that children can use to discover numeral meanings might work differently in different languages. Nevertheless, support for this conclusion remains preliminary. The present study explored this hypothesis through an investigation of the possible relations between cardinal number knowledge and quantifier comprehension in Mandarin Chinese-speaking children. Notably, in contrast with previous studies, this study also offered a glimpse into children’s receptive vocabulary development and its relation with cardinal number knowledge and quantifier comprehension. Results showed that cardinal number knowledge did not seem to be correlated with quantifier comprehension (both “exact” and “non-exact” quantifiers) when controlling for such covariates as children’s age, gender, parent education, and family income. Moreover, children’s receptive vocabulary size explained a significant amount of variance in their quantifier knowledge over and above children’s age, gender, parent education, and family income, but not in their cardinal number development over and above these covariates. These results provide further evidence for the hypothesis that while the bootstrapping mechanism may facilitate number word learning in children speaking languages like English, it might play a lesser role in children speaking classifier languages such as Mandarin Chinese. Implications for the role that general receptive vocabulary plays in the acquisition of number words and quantifiers are also discussed.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"47 1","pages":"213 - 229"},"PeriodicalIF":1.5,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89288711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-06DOI: 10.1080/15475441.2022.2042151
(2022). Acknowledgement of Reviewers. Language Learning and Development: Vol. 18, No. 1, pp. i-i.
(2022)。审稿人致谢。语言学习与发展:Vol. 18, No. 1, pp. 5。
{"title":"Acknowledgement of Reviewers","authors":"","doi":"10.1080/15475441.2022.2042151","DOIUrl":"https://doi.org/10.1080/15475441.2022.2042151","url":null,"abstract":"(2022). Acknowledgement of Reviewers. Language Learning and Development: Vol. 18, No. 1, pp. i-i.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"534 ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-25DOI: 10.1080/15475441.2021.2003197
Yang Dong, B. Chow
ABSTRACT This paper is a quantitative synthesis of research on home literacy environment (HLE) and children’s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children’s ESL performance. Results showed the effect sizes between HLE factors and children’s ESL performance was small to moderate. Family members shared a similar effect size on children’s ESL performance. Parental literacy teaching behaviors have stronger effects on children’s ESL ability than parental beliefs on their children’s English learning and the availability of learning resources at home. These results highlight the importance of HLE and indicate the relative contributions of specific HLE factors on children’s ESL acquisition.
{"title":"Home Literacy Environment and English as A Second Language Acquisition: A Meta-analysis","authors":"Yang Dong, B. Chow","doi":"10.1080/15475441.2021.2003197","DOIUrl":"https://doi.org/10.1080/15475441.2021.2003197","url":null,"abstract":"ABSTRACT This paper is a quantitative synthesis of research on home literacy environment (HLE) and children’s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children’s ESL performance. Results showed the effect sizes between HLE factors and children’s ESL performance was small to moderate. Family members shared a similar effect size on children’s ESL performance. Parental literacy teaching behaviors have stronger effects on children’s ESL ability than parental beliefs on their children’s English learning and the availability of learning resources at home. These results highlight the importance of HLE and indicate the relative contributions of specific HLE factors on children’s ESL acquisition.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"33 1","pages":"485 - 499"},"PeriodicalIF":1.5,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90428680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-05DOI: 10.1080/15475441.2021.2014846
E. Zaretsky, Benjamin P. Lange, C. Hey
ABSTRACT Non-word repetition tasks are widely used to assess phonological short-term memory (PSTM). Results of previous research on the performance of monolingual and bilingual children in PSTM tasks are inconclusive. Although in some studies bilinguals did outperform monolinguals in the repetition of non-words, most studies reported comparatively weak results of bilingual children, especially when they were tested in their L2. In this study, four-year-old monolingual and bilingual children acquiring German (N = 1,441) were tested with both German-based (GBNW) and quasi-universal non-words (QUNW). It was hypothesized that bilinguals would outperform monolinguals both in (a) GBNW under the condition of comparable German language skills and (b) QUNW without any preconditions because QUNW do not presuppose a good command of German. Bilinguals yielded significantly lower results in GBNW, but not in QUNW. After the exclusion of children with limited German language skills from both groups, bilinguals outperformed monolinguals in both tasks, especially in QUNW. It can be assumed that bilingualism puts higher demands on PSTM than monolingualism and thus contributes to its faster development. Unnecessary medical examinations and therapies that are sometimes prescribed to bilinguals due to a poor performance in German-based PSTM tasks can be avoided if QUNW are used instead of language-specific items.
{"title":"Phonological Short-Term Memory: When Bilingualism Matters","authors":"E. Zaretsky, Benjamin P. Lange, C. Hey","doi":"10.1080/15475441.2021.2014846","DOIUrl":"https://doi.org/10.1080/15475441.2021.2014846","url":null,"abstract":"ABSTRACT Non-word repetition tasks are widely used to assess phonological short-term memory (PSTM). Results of previous research on the performance of monolingual and bilingual children in PSTM tasks are inconclusive. Although in some studies bilinguals did outperform monolinguals in the repetition of non-words, most studies reported comparatively weak results of bilingual children, especially when they were tested in their L2. In this study, four-year-old monolingual and bilingual children acquiring German (N = 1,441) were tested with both German-based (GBNW) and quasi-universal non-words (QUNW). It was hypothesized that bilinguals would outperform monolinguals both in (a) GBNW under the condition of comparable German language skills and (b) QUNW without any preconditions because QUNW do not presuppose a good command of German. Bilinguals yielded significantly lower results in GBNW, but not in QUNW. After the exclusion of children with limited German language skills from both groups, bilinguals outperformed monolinguals in both tasks, especially in QUNW. It can be assumed that bilingualism puts higher demands on PSTM than monolingualism and thus contributes to its faster development. Unnecessary medical examinations and therapies that are sometimes prescribed to bilinguals due to a poor performance in German-based PSTM tasks can be avoided if QUNW are used instead of language-specific items.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"65 1","pages":"34 - 48"},"PeriodicalIF":1.5,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74383975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15475441.2022.2042149
{"title":"Announcement of the Peter Jusczyk Best Paper Award","authors":"","doi":"10.1080/15475441.2022.2042149","DOIUrl":"https://doi.org/10.1080/15475441.2022.2042149","url":null,"abstract":"","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"62 1","pages":"123 - 123"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81352027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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