TY - GEN
T1 - Bilingual infants process mixed sentences differently in their two languages
AU - Potter, Christine
AU - Fourakis, Eva
AU - Morin-Lessard, Elizabeth
AU - Byers-Heinlein, Krista
AU - Lew-Williams, Casey
N1 - Funding Information:
We would like to thank the participating families and members of the Princeton Baby Lab, especially Catherine Babiec, Ariella Cohen, and Maritza Gomez, for their help collecting and coding data. We would also like to thank Tara Rivas and the staff at the Children's Home Society of New Jersey for their assistance in recruiting families and allowing us use of their space. This work was supported by grants from the National Institute of Child Health and Human Development (R03HD079779), the Overdeck Education Research Innovation Fund, the Natural Sciences and Engineering Council of Canada (402470-2011), the Fonds de Recherche du Québec - Société et Culture (2012-NP-145009), and a graduate fellowship from the Fonds de Recherche du Québec - Société et Culture to EML.
Funding Information:
We woud liketothank the participating families and members of the Princeton Baby Lab, especially Catherine Babiec, Ariella Coen,handMa ritza Gomez, for their help collecting and codingdt a. aWewodualsolik toeth nka Tara Rivas and the staff at the Children’s Home Society of New Jersey for their assistance in recruiting families and allowing us use of their space. This wokwras suppted obyr grants frotmhNeational Institute of Child Health and Human Develomepnt (R0D30H79, 9t)he7Ov7rdeeck Education Research Inantion oFuv, nthe Ndatural Sciences and Eninegering Cociul onCafnada (402-240, th7e101) Fonds de Recherche du Québec – Société et Cultue (2r2-01 NP-14, a5nd a0gad0rateuf9ellow)ship from the Fondde s Recherche du Québec - Société et Culture to EML.
Publisher Copyright:
© 2018 Proceedings of the 40th Annual Meeting of the Cognitive Science Society, CogSci 2018. All rights reserved.
PY - 2018
Y1 - 2018
N2 - In bilingual language environments, children learn two languages in the same amount of time that monolingual children learn one, and children do not learn their two languages at exactly the same rate. Furthermore, learning two languages requires children to deal with challenges not found in monolingual input, notably the use of two languages within one utterance (Do you like the perro?/¿Te gusta el doggy?). For bilinguals of all ages, switching between languages can impede processing efficiency. But are all switches equally challenging? We tested Spanish-English bilingual toddlers' processing of single-language and mixed-language sentences in both languages. We found asymmetrical switch costs when toddlers were tested in their dominant vs. non-dominant language, and toddlers benefited from hearing nouns produced in their dominant language. These results suggest an important commonality between monolingualism and bilingualism: when toddlers have more robust representations of a particular item, they can better recognize it in diverse contexts.
AB - In bilingual language environments, children learn two languages in the same amount of time that monolingual children learn one, and children do not learn their two languages at exactly the same rate. Furthermore, learning two languages requires children to deal with challenges not found in monolingual input, notably the use of two languages within one utterance (Do you like the perro?/¿Te gusta el doggy?). For bilinguals of all ages, switching between languages can impede processing efficiency. But are all switches equally challenging? We tested Spanish-English bilingual toddlers' processing of single-language and mixed-language sentences in both languages. We found asymmetrical switch costs when toddlers were tested in their dominant vs. non-dominant language, and toddlers benefited from hearing nouns produced in their dominant language. These results suggest an important commonality between monolingualism and bilingualism: when toddlers have more robust representations of a particular item, they can better recognize it in diverse contexts.
KW - bilingualism
KW - language processing
KW - word representations
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M3 - Conference contribution
AN - SCOPUS:85133792812
T3 - Proceedings of the 40th Annual Meeting of the Cognitive Science Society, CogSci 2018
SP - 900
EP - 905
BT - Proceedings of the 40th Annual Meeting of the Cognitive Science Society, CogSci 2018
PB - The Cognitive Science Society
T2 - 40th Annual Meeting of the Cognitive Science Society: Changing Minds, CogSci 2018
Y2 - 25 July 2018 through 28 July 2018
ER -