The role of translation equivalents in bilingual word learning
Developmental Science,
Год журнала:
2024,
Номер
27(4)
Опубликована: Янв. 16, 2024
Abstract
Bilingual
environments
present
an
important
context
for
word
learning.
One
feature
of
bilingual
is
the
existence
translation
equivalents
(TEs)—words
in
different
languages
that
share
similar
meanings.
Documenting
TE
learning
over
development
may
give
us
insight
into
mechanisms
underlying
young
children.
Prior
studies
have
often
been
confounded
by
fact
increases
overall
vocabulary
size
with
age
lead
to
greater
opportunities
TEs.
To
address
this
confound,
we
employed
item‐level
analysis,
which
controls
trajectory
each
item
independently.
We
used
Communicative
Development
Inventory
data
from
four
datasets
(two
English–Spanish
and
two
English–French;
total
N
=
419)
modeling.
Results
indicated
knowing
a
word's
increased
likelihood
younger
children
TEs
are
more
phonologically.
These
effects
were
consistent
across
datasets,
but
varied
lexical
categories.
Thus,
allow
bootstrap
their
early
one
language
using
knowledge
other
language.
Research
highlights
must
learn
words
common
meaning
both
languages,
is,
equivalents,
like
dog
English
perro
Spanish.
Item‐level
models
explored
how
affect
learning,
addition
child‐level
(e.g.,
exposure)
phonological
similarity)
factors.
Knowing
probability
its
corresponding
equivalent,
particularly
phonologically‐similar
equivalents.
findings
suggest
use
Язык: Английский
Bilingual Toddlers’ Vocabulary Growth Interacts with Existing Knowledge and Cross-Linguistic Similarity
Journal of Child Language,
Год журнала:
2025,
Номер
unknown, С. 1 - 28
Опубликована: Фев. 4, 2025
Abstract
We
explored
whether
bilingual
toddlers
make
use
of
semantic
and
phonological
overlap
between
their
languages
to
learn
new
words.
analysed
cross-sectional
longitudinal
CDI
data
on
the
words
understood
produced
by
1.0
3.0-year-old
with
English
one
additional
language.
Cognates
were
more
likely
be
compared
non-cognates.
Cognate
effects
modulated
toddler
knew
translation
equivalent
in
other
language,
highlighting
that
young
learners
are
sensitive
similarities
across
languages.
Additionally,
exploratory
analyses
suggest
children
smaller
vocabularies
rely
equivalents
support
acquisition
difficult
Children
larger
vocabulary
sizes
exhibited
no
preference
for
comprehension,
a
concepts
production.
The
rapid
acceleration
growth
second
year
life
may
explain
this
developmental
change
preference.
Язык: Английский
Cognates are advantaged over non-cognates in early bilingual expressive vocabulary development – ERRATUM
Journal of Child Language,
Год журнала:
2024,
Номер
51(3), С. 720 - 720
Опубликована: Фев. 22, 2024
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Язык: Английский
Cognate beginnings to bilingual lexical acquisition
Child Development,
Год журнала:
2024,
Номер
unknown
Опубликована: Сен. 23, 2024
Recent
studies
suggest
that
cognateness
boosts
bilingual
lexical
acquisition.
This
study
proposes
an
account
in
which
language
co-activation
accelerates
accumulation
of
word-learning
instances
across
languages.
predicts
a
larger
cognate
facilitation
for
words
the
lower-exposure
than
higher-exposure
language,
as
former
receive
from
their
translations
more
frequently.
Bayesian
Item
Response
Theory
was
used
to
model
acquisition
trajectories
604
Catalan-Spanish
dataset
366
12-32
month-old
bilinguals
(M
=
22.23
months,
175
female,
mainly
White,
collected
2020-2022).
Results
show
(d
.276),
.022),
supporting
exposure-moderated
effect
on
Язык: Английский
Cognate Facilitation in Child Third Language Learners in a Multilingual Setting
Languages,
Год журнала:
2024,
Номер
9(10), С. 310 - 310
Опубликована: Сен. 27, 2024
Research
has
established
cognate
facilitation
effects
as
a
robust
finding
in
bilingual
adults
and
children.
Recent
studies
suggest
that
also
occurs
highly
proficient
trilingual
can
even
accumulate
across
languages.
The
evidence
for
multilingual
children
is
scarce
inconclusive.
This
study
examines
whether
which
direction
arise
35
ten-year-old
unbalanced
children,
who,
addition
to
their
L1
Italian,
acquired
L2
German
L3
English
three-way
immersion
class
the
region
of
South
Tyrol
Italy.
We
manipulated
status,
comparing
naming
accuracy
latencies
both
double,
triple,
non-cognates.
results
reveal
accuracy,
but
not
speed,
all
conditions
relative
Furthermore,
was
restricted
L3,
replicating
previously
attested
asymmetric
speakers.
In
sum,
indicate
may
boost
lexical
learning
who
acquire
mainly
instructed
settings.
discuss
these
findings
relation
potential
role
language
proximity,
status
factor,
implications
diverse
environments.
Язык: Английский