Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers

Mary Alt, Genesis Dominique Arizmendi, Shelley Gray, Tiffany Patrice Hogan, Samuel Green, Nelson Cowan

    Research output: Contribution to journalArticle

    Abstract

    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.

    Original languageEnglish (US)
    Pages (from-to)2332-2360
    Number of pages29
    JournalJournal of speech, language, and hearing research : JSLHR
    Volume62
    Issue number7
    DOIs
    StatePublished - Jul 15 2019

    Fingerprint

    Learning
    learning
    Names
    Semantics
    semantics
    Aptitude
    learning situation
    Novel Words
    Peers
    Word Learning
    Bilingual children
    ability
    interaction
    evidence
    Referent
    Semantic Features

    ASJC Scopus subject areas

    • Language and Linguistics
    • Linguistics and Language
    • Speech and Hearing

    Cite this

    Novel Word Learning in Children Who Are Bilingual : Comparison to Monolingual Peers. / Alt, Mary; Arizmendi, Genesis Dominique; Gray, Shelley; Hogan, Tiffany Patrice; Green, Samuel; Cowan, Nelson.

    In: Journal of speech, language, and hearing research : JSLHR, Vol. 62, No. 7, 15.07.2019, p. 2332-2360.

    Research output: Contribution to journalArticle

    Alt, Mary ; Arizmendi, Genesis Dominique ; Gray, Shelley ; Hogan, Tiffany Patrice ; Green, Samuel ; Cowan, Nelson. / Novel Word Learning in Children Who Are Bilingual : Comparison to Monolingual Peers. In: Journal of speech, language, and hearing research : JSLHR. 2019 ; Vol. 62, No. 7. pp. 2332-2360.
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