TY - JOUR
T1 - Novel word learning in children who are bilingual
T2 - Comparison to monolingual peers
AU - Alt, Mary
AU - Arizmendi, Genesis Dominique
AU - Gray, Shelley
AU - Hogan, Tiffany Patrice
AU - Green, Samuel
AU - Cowan, Nelson
N1 - Funding Information:
1Participants in this article represent a portion of the participants in a larger sample from the POWWER study, funded by National Institute of Health NIDCD Grant R01 DC010784. The POWWER study includes the groups reported, as well as children with language impairment, children with dyslexia, and children with comorbid dyslexia and language impairment. Participants in the POWWER study completed a total of six word learning games and a comprehensive battery of working memory tasks (see Cabbage et al., 2017), completed over the course of at least 6 days. A portion of the data for the monolingual children in this study was reported in Alt et al. (2017), and a portion from both the monolingual and bilingual groups was reported in Erikson et al. (2018). Data from the POWWER data set have also been published in Arizmendi et al. (2018), Baron et al. (2018), Cowan et al. (2017), Gray et al. (2017), and Green et al. (2016).
Funding Information:
This work was supported by National Institute on Deafness and Other Communication Disorders Grant R01 DC010784, awarded to Shelley Gray. We are deeply grateful to the staff, research associates, school administrators, teachers, children, and families who participated. Key personnel included (in alphabetical order) Shara Brinkley, Gary Carstensen, Cecilia Figueroa, Karen Guilmette, Trudy Kuo, Bjorg LeSueur, Annelise Pesch, and Jean Zimmer. Many students also contributed to this work including (in alphabetical order) Lauren Baron, Alexander Brown, Nora Schlesinger, Nisha Talanki, and Hui-Chun Yang.
Publisher Copyright:
© 2019 American Speech-Language-Hearing Association.
PY - 2019/7
Y1 - 2019/7
N2 - 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.
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.
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U2 - 10.1044/2019_JSLHR-L-18-0009
DO - 10.1044/2019_JSLHR-L-18-0009
M3 - Article
C2 - 31225982
AN - SCOPUS:85069948601
SN - 1092-4388
VL - 62
SP - 2332
EP - 2360
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 7
ER -