Artykuły w czasopismach na temat „Monolingual”
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MACLEOD, ANDREA A. N., i CAROL STOEL-GAMMON. "The use of voice onset time by early bilinguals to distinguish homorganic stops in Canadian English and Canadian French". Applied Psycholinguistics 30, nr 1 (styczeń 2009): 53–77. http://dx.doi.org/10.1017/s0142716408090036.
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ABSTRACTThe goal of this study was to examine the extent to which bilingual speakers maintain language-specific phonological contrasts for homorganic stops when a cue is shared across both languages. To this end, voice onset time (VOT) was investigated in three groups of participants: early bilinguals speakers of Canadian French and Canadian English (n = 8), monolingual speakers of Canadian English (n = 8), and monolingual speakers of Canadian French (n = 7). Three questions were targeted: What are the general patterns of VOT production in bilingual and monolinguals? Do bilingual speakers produce different mean VOT than monolinguals? Do bilingual speakers produce different variability in VOT than monolinguals? Acoustic measurements of VOT were made from monosyllabic English and French words with word-initial bilabial or coronal stop consonants. The results indicate that the early bilingual speakers maintain monolingual-like phonemic contrasts, but that they exhibit more variation within categories than monolingual speakers.
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D, Lopez-Hernandez, Litvin P, Rugh-Fraser R, Cervantes R, Martinez F, Saravia S, Zakarian F i in. "A-111 The Relationship between Bilingualism and Perceived Workload on the Symbol Digit Modalities Test in Traumatic Brain Injury Survivors". Archives of Clinical Neuropsychology 35, nr 6 (28.08.2020): 904. http://dx.doi.org/10.1093/arclin/acaa068.111.
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Abstract Objective We evaluated perceived workload (measured by the NASA Task Load Index; NASA-TLX) as related to Symbol Digit Modalities Test (SDMT) performances in monolingual and bilingual traumatic brain injury (TBI) survivors and healthy comparison participants (HC). Method The sample consisted of 28 TBI survivors (12 monolinguals & 16 bilinguals) and 50 HC (20 monolinguals & 30 bilinguals). SDMT written (SDMT-W) and SDMT oral (SDMT-O) were used to evaluate group differences. Results ANCOVA, controlling for age, revealed that the HC group outperformed the TBI group on SDMT-W, p = .001, and SDMT-O, p = .047. Furthermore, bilinguals outperformed monolinguals on SDMT-W, p = .017. On the NASA-TLX, an interaction emerged on temporal demand rating, p = .023, with TBI bilinguals reporting higher temporal demand on SDMT tasks compared to TBI monolinguals, while the HC monolingual participants reported higher temporal demands ratings compared to HC bilingual participants. Furthermore, monolingual participants showed higher levels of frustration with regard to the SDMT task compared to bilingual participants, p = .029. Conclusion Our data revealed TBI survivors underperformed on both SDMT trials compared to the HC participants. Also, bilingual participants demonstrated better SDMT-W performances compared to monolingual participants. Furthermore, our TBI bilingual sample reported themselves to be more rushed to complete the SDMT compared to monolingual TBI sample, but they were less frustrated. Meanwhile, our HC monolingual sample felt more rushed to complete the SDMT tasks compared to HC bilingual participants, but they were less frustrated. While we observed differences in workload ratings between language groups, it is unclear if language use, and/or other variables are driving these results.
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Munoz, Isabel, Daniel W. Lopez-Hernandez, Rachel A. Rugh-Fraser, Amy Bichlmeier, Abril J. Baez, Bethany A. Nordberg, Sarah Saravia i in. "A-113 Evaluation of a Recognition Trial for the Symbol Digit Modalities Test as a Performance Validity Measure in Monolingual and Bilingual Traumatic Brain Injury Survivors". Archives of Clinical Neuropsychology 36, nr 6 (30.08.2021): 1162. http://dx.doi.org/10.1093/arclin/acab062.131.
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Abstract Objective Research shows that traumatic brain injury (TBI) patients perform worse than healthy comparisons (HC) on the Symbol Digit Modalities Test (SDMT). We evaluated cut-off scores for a newly developed recognition trial of the SDMT as a performance validity assessment in monolingual and bilingual TBI survivors and HC adults. Method The sample consisted of 43 acute TBI (ATBI; 24 monolinguals; 19 bilinguals), 32 chronic TBI (CTBI; 13 monolinguals; 19 bilinguals), and 57 HC (24 monolinguals; 33 bilinguals) participants. All participants received standardized administration of the SDMT. None of the participants displayed motivation for feigning cognitive deficits. Results The HC group outperformed both TBI groups on the demographically adjusted SDMT scores, p = 0.000, ηp2 = 0.24. An interaction emerged in SDMT scores where monolingual ATBI outperformed bilingual ATBI and bilingual CTBI outperformed monolingual CTBI, p = 0.017, ηp2 = 0.06. No differences were found in the SDMT recognition trial. Both Bichlmeier and Boone’s suggested cut-off scores had different failure rates in ATBI (Bichlmeier: 77%; Boone: 37%), CTBI (Bichlmeier: 69%; Boone: 19%), and HC (Bichlmeier: 56%; Boone: 26%). For the monolingual group (Bichlmeier: 66%; Boone: 36%) and the bilingual group (Bichlmeier: 66%; Boone: 21%). Finally, chi-squared analysis revealed monolingual TBI had greater failure rates than the bilingual ATBI. Conclusion Bichlmeier’s proposed cut-off score resulted in greater failure rates in TBI survivors compared to Boone’s suggested cut-off score. Furthermore, monolingual ATBI were influenced more by Bichlmeier’s cut-off score than the bilingual ATBI group, although the reason for this finding is unclear and requires additional study with a larger sample size.
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Enzinna, Naomi Ruth. "The influence of language background and exposure on phonetic accommodation". Proceedings of the Linguistic Society of America 3, nr 1 (3.03.2018): 41. http://dx.doi.org/10.3765/plsa.v3i1.4333.
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This study examines whether language background, short-term exposure to monolingual and bilingual speech, and long-term exposure to monolingual and bilingual speech influences speech accommodation. To address this question, I examine whether English monolinguals and Spanish-English bilinguals, either from a predominately monolingual community or a predominately bilingual community, vary their speech when interacting with a monolingual English speaker versus a Spanish-English bilingual speaker. Additionally, I examine whether speakers are more likely to converge after being primed with monolingual English or Spanish-English bilingual speech. To test this, participants complete an interactive communication task, where they are presented with a 6x6 board on a computer screen and asked questions about the words on the board, which contain variables that differ in English and Spanish. Results show that both language background and long-term exposure to monolingual or bilingual speech in a speaker’s speech community influence accommodation.
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Krivickaitė, Eglė. "Non-word repetition test: research into Lithuanian monolingual and Lithuanian-English bilingual children". Taikomoji kalbotyra, nr 4 (5.03.2015): 1–22. http://dx.doi.org/10.15388/tk.2014.17468.
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The majority of studies comparing the language development of monolingual and bilingual children have found that bilinguals’ lexicon in each language is smaller than that of a comparable monolingual age-peers (Pearson et al. 1997; Werker et. al. 2009). Some studies have found that same-ages bilingual and monolingual children have relatively equal sized vocabularies when the vocabularies of both languages is taken into account (Bialystok 2001; Werker et al. 2009).The purpose of this study is twofold: 1) to introduce the Lithuanian non-word repetition test; 2) to present the results of a test, when monolingual (Lithuanian) and bilingual (L1 – Lithuanian, L2 – English) children had to produce Lithuanian non-words. The main focus of the study was to investigate the performance of monolinguals and bilinguals during the test in reference to word length and word complexity, namely consonant clusters.The test results with monolingual and bilingual children have shown that the length of the word is a very important indicator: repetition accuracy was found to decline with the increasing number of syllables in both monolingual and bilingual groups. The results of the complexity demonstrated that both groups were better when performing initial clusters rather than medial clusters, especially in longer words (mostly 4-syllable). The study has shown that the test results improve with age: older monolingual and bilingual children repeat non-words more accurately than younger children.The overall Lithuanian non-word repetition test results show that bilinguals repeat non-words less accurately than monolinguals. In the future, more children should participate in the non-word repetition test.
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Scherger, Anna-Lena, i Lena Kliemke. "nr="4"nr="5"Monolingualer und bilingualer Erwerb von Wortbildungsstrategien im Deutschen". Zeitschrift für Wortbildung / Journal of Word Formation 5, nr 2 (1.01.2021): 4–34. http://dx.doi.org/10.3726/zwjw.2021.02.01.
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Abstract The present study investigates word formation processes and strategies in monolingual and bilingual children by age 7 to 8. Using an elicitation task in form of naming of low frequent complex objects, it is analyzed whether bilingual children use other word formation strategies than monolinguals do. Therefore, N=9 monolinguals and N=9 bilinguals were tested. N=268 elicited reactions were analyzed. Results show bilinguals to use the same word formation strategies to the same extent as monolinguals do. Compounding overweighs derivation in each child. However, a more in-depth qualitative analysis shows that the complex compounds formed by bilingual children disregard the German composition rule of right-hand heads to a significantly higher extent than the monolingual children do. Since this acquisition process has been reported for German monolingual 2-year old children, this result is interpreted as a delayed acquisition process rather than a transfer from the respective first language.
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SHIRO, Martha, Erika HOFF i Krystal M. RIBOT. "Cultural differences in the content of child talk: evaluative lexis of English monolingual and Spanish–English bilingual 30-month-olds". Journal of Child Language 47, nr 4 (23.03.2020): 844–69. http://dx.doi.org/10.1017/s0305000919000990.
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AbstractWe examined the size, content, and use of evaluative lexis by 26 English monolingual and 20 Spanish–English bilingual 30-month-old children in interaction with their mothers. We extracted the evaluative words, defined as words referring to cognition, volition, or emotion. Controlling for overall vocabulary skills as measured by the MacArthur-Bates inventories, monolinguals had a larger evaluative lexicon than the bilinguals’ Spanish evaluative lexicon, but no difference was found between monolinguals’ and bilinguals’ English evaluative lexicons. There were differences between the monolinguals and bilinguals in the distribution of evaluative words across semantic categories: English monolingual children used more words pertaining to volition and cognition and talked more about volition than the Spanish–English bilingual children. These results suggest that the development of evaluative lexicons is influenced by cultural differences, and consequently, bilingual children, who are also bicultural, follow a different developmental path in both languages from the path followed by their monolingual peers.
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Goldstein, Brian A., i Ferenc Bunta. "Positive and negative transfer in the phonological systems of bilingual speakers". International Journal of Bilingualism 16, nr 4 (2.12.2011): 388–401. http://dx.doi.org/10.1177/1367006911425817.
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The present study examines the phonological skills of bilingual children, taking language use and proficiency into consideration, and compares their skills to monolingual peers. The main research question is whether bilingual children who have parent-reported language use and proficiency measures commensurate with those of their monolingual peers have phonological skills comparable to their monolingual peers. METHOD. Thirty typically developing Spanish- and English-speaking children participated in this study who were matched on age and language use and proficiency (10 monolingual English, mean age: 5;10; 10 monolingual Spanish, mean age: 5;10, and 10 bilingual, mean age: 6;0). The independent variable was language status (bilingual versus monolingual), and the dependent measures included phonological whole-word measures, segmental accuracy measures, and phonological patterns. RESULTS. Bilingual children did not differ from their monolingual peers on any of the Spanish measures, except on accuracy for stops, on which the monolinguals outperformed their bilingual peers. However, bilingual children outperformed their monolingual English-speaking peers on Proximity, PVC, PCC-R, and PCC for nasals. Moreover, bilingual children displayed lower frequencies-of-occurrence on phonological patterns than their English-speaking monolingual peers: weak syllable deletion, spirantization, and fronting. DISCUSSION. The findings of our study indicate that bilingual children may have an advantage over their monolingual peers when it comes to select phonological skills when language use and proficiency are controlled for.
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NGUYEN, THIEN-KIM, i JANET WILDE ASTINGTON. "Reassessing the bilingual advantage in theory of mind and its cognitive underpinnings". Bilingualism: Language and Cognition 17, nr 2 (25.09.2013): 396–409. http://dx.doi.org/10.1017/s1366728913000394.
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The present study aimed (a) to determine whether the bilingual advantage in false-belief (FB) understanding is replicated when considering socio-economic status and (b) to assess whether conflict inhibition and/or working memory underpin the advantage, if there is one. Monolingual preschoolers (24 English monolinguals and 24 French monolinguals) and 24 English–French bilingual counterparts received FB, conflict inhibition, working memory, and verbal ability tests. Monolingual and bilingual groups were equivalent on parental income and education, measured through a parental questionnaire. Results indicated that bilinguals significantly outperformed monolinguals on FB, but only after statistically controlling for language proficiency and age. Working memory likely compensated for the potential negative impact of bilinguals’ low language proficiency on FB.
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KAUSHANSKAYA, MARGARITA. "Cognitive mechanisms of word learning in bilingual and monolingual adults: The role of phonological memory". Bilingualism: Language and Cognition 15, nr 3 (9.02.2012): 470–89. http://dx.doi.org/10.1017/s1366728911000472.
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Previous studies have indicated that bilingualism may facilitate lexical learning in adults. The goals of this research were (i) to examine whether bilingual influences on word learning diverge for phonologically-familiar and phonologically-unfamiliar novel words, and (ii) to examine whether increased phonological memory capacity can account for bilingual effects on word learning. In Experiment 1, participants learned phonologically-familiar novel words that were constructed using the phonemes of English – the native language for all participants. In Experiment 2, participants learned phonologically-unfamiliar novel words that included non-English phonemes. In each experiment, bilingual adults were contrasted with two groups of monolingual adults: a high memory-span monolingual group (that matched bilinguals on phonological memory performance) and a low-span monolingual group. Results showed that bilingual participants in both experiments outperformed monolingual participants, both high-span and low-span. High-span monolinguals outperformed low-span monolinguals when learning phonologically-unfamiliar novel words, but not when learning phonologically-familiar novel words. The findings suggest that the bilingual advantage for novel word learning is not contingent on the phonological properties of novel words, and that phonological memory capacity as measured here cannot account for the bilingual effects on learning.
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Ahad, Md Tanvir, Md Manjurul Ahsan, Ishrat Jahan, Redwan Nazim, Munshi Md Shafwat Yazdan, Pedro Huebner i Zahed Siddique. "Behavioral Pattern Analysis between Bilingual and Monolingual Listeners’ Natural Speech Perception on Foreign-Accented English Language Using Different Machine Learning Approaches". Technologies 9, nr 3 (23.07.2021): 51. http://dx.doi.org/10.3390/technologies9030051.
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Speech perception in an adverse background/noisy environment is a complex and challenging human process, which is made even more complicated in foreign-accented language for bilingual and monolingual individuals. Listeners who have difficulties in hearing are affected most by such a situation. Despite considerable efforts, the increase in speech intelligibility in noise remains elusive. Considering this opportunity, this study investigates Bengali–English bilinguals and native American English monolinguals’ behavioral patterns on foreign-accented English language considering bubble noise, gaussian or white noise, and quiet sound level. Twelve regular hearing participants (Six Bengali–English bilinguals and Six Native American English monolinguals) joined in this study. Statistical computation shows that speech with different noise has a significant effect (p = 0.009) on listening for both bilingual and monolingual under different sound levels (e.g., 55 dB, 65 dB, and 75 dB). Here, six different machine learning approaches (Logistic Regression (LR), Linear Discriminant Analysis (LDA), K-nearest neighbors (KNN), Naïve Bayes (NB), Classification and regression trees (CART), and Support vector machine (SVM)) are tested and evaluated to differentiate between bilingual and monolingual individuals from their behavioral patterns in both noisy and quiet environments. Results show that most optimal performances were observed using LDA by successfully differentiating between bilingual and monolingual 60% of the time. A deep neural network-based model is proposed to improve this measure further and achieved an accuracy of nearly 100% in successfully differentiating between bilingual and monolingual individuals.
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DESMEULES-TRUDEL, Félix, Charlotte MOORE i Tania S. ZAMUNER. "Monolingual and bilingual children's processing of coarticulation cues during spoken word recognition". Journal of Child Language 47, nr 6 (6.05.2020): 1189–206. http://dx.doi.org/10.1017/s0305000920000100.
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AbstractBilingual children cope with a significant amount of phonetic variability when processing speech, and must learn to weigh phonetic cues differently depending on the cues’ respective roles in their two languages. For example, vowel nasalization is coarticulatory and contrastive in French, but coarticulatory-only in English. In this study, we extended an investigation of the processing of coarticulation in two- to three-year-old English monolingual children (Zamuner, Moore & Desmeules-Trudel, 2016) to a group of four- to six-year-old English monolingual children and age-matched English–French bilingual children. Using eye tracking, we found that older monolingual children and age-matched bilingual children showed more sensitivity to coarticulation cues than the younger children. Moreover, when comparing the older monolinguals and bilinguals, we found no statistical differences between the two groups. These results offer support for the specification of coarticulation in word representations, and indicate that, in some cases, bilingual children possess language processing skills similar to monolinguals.
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MORGAN, GARETH P., M. ADELAIDA RESTREPO i ALEJANDRA AUZA. "Comparison of Spanish morphology in monolingual and Spanish–English bilingual children with and without language impairment". Bilingualism: Language and Cognition 16, nr 3 (20.11.2012): 578–96. http://dx.doi.org/10.1017/s1366728912000697.
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This study compares Spanish morphosyntax error types and magnitude in monolingual Spanish and Spanish–English bilingual children with typical language development (TD) and language impairment (LI). Performance across groups was compared using cloze tasks that targeted articles, clitics, subjunctives, and derivational morphemes in 57 children. Significant differences were observed between bilingual TD and LI groups on all tasks; however, no differences were observed between bilinguals with TD and monolinguals with LI except on a sum-score across all tasks. There were no observed differences between bilinguals and monolinguals with TD; however, 60% of bilinguals with TD were misclassified as LI when using a cut score derived from monolingual-only data. Results support evidence that Spanish morphosyntax is vulnerable to error in monolingual and bilingual Spanish–English children with LI. However, the grammatical deficit seems clinically relevant only when children are compared to the same language peer group (i.e., bilinguals compared to bilinguals).
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Blom, Elma, Tessel Boerma, Evelyn Bosma, Leonie Cornips, Kirsten van den Heuij i Mona Timmermeister. "Cross-language distance influences receptive vocabulary outcomes of bilingual children". First Language 40, nr 2 (30.12.2019): 151–71. http://dx.doi.org/10.1177/0142723719892794.
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Various studies have shown that bilingual children score lower than their monolingual peers on standardized receptive vocabulary tests. This study investigates if this effect is moderated by language distance. Dutch receptive vocabulary was tested with the Peabody Picture Vocabulary Test (PPVT). The impact of cross-language distance was examined by comparing bilingual groups with a small (Close; n = 165) and a large between-language distance (Distant; n = 108) with monolingual controls ( n = 39). As a group, the bilinguals scored lower on Dutch receptive vocabulary than the monolinguals. The bilingual Distant group had lower receptive vocabulary outcomes than the bilingual Close and monolingual groups. No difference emerged between the monolinguals and the bilingual Close group. It can be concluded that bilingual children whose languages provide ample opportunities for transfer and sharing knowledge do not have any receptive vocabulary delays. The findings underscore that bilingual children cannot be treated as a homogeneous group and are important for determining which bilingual children are at risk of low vocabulary outcomes.
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Kaushanskaya, Margarita, Henrike K. Blumenfeld i Viorica Marian. "The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers". International Journal of Bilingualism 15, nr 4 (23.06.2011): 408–25. http://dx.doi.org/10.1177/1367006911403201.
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Previous studies have indicated that bilingualism may influence the efficiency of lexical access in adults. The goals of this research were (1) to compare bilingual and monolingual adults on their native-language vocabulary performance, and (2) to examine the relationship between short-term memory skills and vocabulary performance in monolinguals and bilinguals. In Experiment 1, English-speaking monolingual adults and simultaneous English–Spanish bilingual adults were administered measures of receptive English vocabulary and of phonological short-term memory. In Experiment 2, monolingual adults were compared to sequential English–Spanish bilinguals, and were administered the same measures as in Experiment 1, as well as a measure of expressive English vocabulary. Analyses revealed comparable levels of performance on the vocabulary and the short-term memory measures in the monolingual and the bilingual groups across both experiments. There was a stronger effect of digit-span in the bilingual group than in the monolingual group, with high-span bilinguals outperforming low-span bilinguals on vocabulary measures. Findings indicate that bilingual speakers may rely on short-term memory resources to support word retrieval in their native language more than monolingual speakers.
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Fabiano-Smith, Leah, i Katherine Hoffman. "Diagnostic Accuracy of Traditional Measures of Phonological Ability for Bilingual Preschoolers and Kindergarteners". Language, Speech, and Hearing Services in Schools 49, nr 1 (9.01.2018): 121–34. http://dx.doi.org/10.1044/2017_lshss-17-0043.
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Purpose Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English speakers with phonological disorders, 14 typically developing bilingual Spanish–English speakers, and 8 bilingual children with phonological disorders. Children's single-word speech productions were examined on Percentage Consonants Correct–Revised (Shriberg, Austin, Lewis, McSweeny, & Wilson, 1997a) and accuracy of early-, middle-, and late-developing sounds (Shriberg, 1993) in English. Consonant accuracy in English was compared between monolinguals and bilinguals with and without speech sound disorders. Logistic regression and receiver operating characteristic curves were used to observe diagnostic accuracy of the measures examined. Results Percentage Consonants Correct–Revised was found to be a good indicator of phonological ability in both monolingual and bilingual English-speaking children at the age of 5;0. No significant differences were found between language groups on any of the measures examined. Conclusions Our results suggest that traditional measures of phonological ability for monolinguals could provide good diagnostic accuracy for bilingual children at the age of 5;0 years. These findings are preliminary, and children younger than 5;0 years should be examined for risk of misdiagnosis.
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Schug, Alison K., Edith Brignoni-Perez, Nasheed Jamal i Guinevere F. Eden. "11791 Gray matter volume differences in bilingual compared to monolingual children". Journal of Clinical and Translational Science 5, s1 (marzec 2021): 20–21. http://dx.doi.org/10.1017/cts.2021.457.
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ABSTRACT IMPACT: This study examines gray matter volume differences resulting from the bilingual experience in children and adults allowing us to better understand the brains of over half of the world’s population that speaks more than one language. OBJECTIVES/GOALS: Literature is mixed regarding a bilingual advantage in executive control (EC). While it has been shown that young adult bilinguals have greater gray matter volume (GMV) than monolinguals in EC regions, there is behavioral evidence that suggests such difference would be more pronounced in children. METHODS/STUDY POPULATION: Using SPM12 to test this hypothesis, we used a whole-brain t-test to compare GMV in 35 English-speaking monolingual and 20 Spanish-English early (learned both languages before 6 years old) bilingual children. Next, we submitted both groups of children to an ANOVA with 42 English speaking monolingual and 26 Spanish-English bilingual adults to test for an interaction of Language Experience by Age Group at the level of the whole brain. RESULTS/ANTICIPATED RESULTS: e between-group comparison of bilingual and monolingual children, revealed more GMV in bilingual compared to monolingual children in regions associated with EC (right middle and inferior frontal gyri, superior parietal lobule, and precuneus). Our second analysis, an ANOVA comparing bilingual and monolingual children and adults, revealed an interaction in which bilingual>monolingual GMV in children was greater than any bilingual>monolingual GMV (or bilingual=monolingual GMV) in the adult groups in the right superior parietal lobule (BA1). No regions indicated that bilingual>monolingual GMV was more pronounced in adults. DISCUSSION/SIGNIFICANCE OF FINDINGS: These results provide further evidence for GMV differences in early bilinguals in regions associated with EC and indicate that more GMV differences exist between bilingual and monolingual children than adults.
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YANG, SUJIN, HWAJIN YANG i BARBARA LUST. "Early childhood bilingualism leads to advances in executive attention: Dissociating culture and language". Bilingualism: Language and Cognition 14, nr 3 (7.04.2011): 412–22. http://dx.doi.org/10.1017/s1366728910000611.
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This study investigated whether early especially efficient utilization of executive functioning in young bilinguals would transcend potential cultural benefits. To dissociate potential cultural effects from bilingualism, four-year-old U.S. Korean–English bilingual children were compared to three monolingual groups – English and Korean monolinguals in the U.S.A. and another Korean monolingual group, in Korea. Overall, bilinguals were most accurate and fastest among all groups. The bilingual advantage was stronger than that of culture in the speed of attention processing, inverse processing efficiency independent of possible speed-accuracy trade-offs, and the network of executive control for conflict resolution. A culture advantage favoring Korean monolinguals from Korea was found in accuracy but at the cost of longer response times.
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Hashemnezhad, Hossein. "Applying Freire’s Critical Pedagogy to Iranian EFL Bilingual and Monolingual Speaking Performance". Journal of Language and Education 6, nr 4 (31.12.2020): 90–104. http://dx.doi.org/10.17323/jle.2020.10349.
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The purpose of the present pre-experimental study is to examine the extent to how Critical Pedagogy (CP) may function in EFL teaching in Iran. Compared with the growing but far from conclusive body of research, virtually few studies have been covered comparatively among monolinguals and bilinguals. Also, no studies have examined Freire’s CP among monolinguals and bilinguals especially in Iran, which considered as two privileged and less privileged groups respectively. Therefore, this study was done among sixty Iranian monolingual and bilingual university sophomores to know if CP affects them differently. The study is done under two available classes in bilingual and two other classes in monolingual context. The first groups received problem-posing and the second groups were exposed to banking model. The scoring procedure of participants’ performance was based on IELTS speaking band descriptors. Findings reveal that applying problem-posing model cause improvement in speaking performance of both monolingual and bilingual learners than banking model. More importantly, it is concluded that there is no significant difference between monolinguals and bilinguals in terms of problem-posing model, perhaps because the standards of educational justice have been partially observed among both communities. Finally, implications were drawn for EFL teachers and syllabus designers.
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Duñabeitia, Jon Andoni, Juan Andrés Hernández, Eneko Antón, Pedro Macizo, Adelina Estévez, Luis J. Fuentes i Manuel Carreiras. "The Inhibitory Advantage in Bilingual Children Revisited". Experimental Psychology 61, nr 3 (1.11.2014): 234–51. http://dx.doi.org/10.1027/1618-3169/a000243.
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In recent decades several authors have suggested that bilinguals exhibit enhanced cognitive control as compared to monolinguals and some proposals suggest that this main difference between monolinguals and bilinguals is related to bilinguals’ enhanced capacity of inhibiting irrelevant information. This has led to the proposal of the so-called bilingual advantage in inhibitory skills. However, recent studies have cast some doubt on the locus and generality of the alleged bilingual advantage in inhibitory skills. In the current study we investigated inhibitory skills in a large sample of 252 monolingual and 252 bilingual children who were carefully matched on a large number of indices. We tested their performance in a verbal Stroop task and in a nonverbal version of the same task (the number size-congruency task). Results were unequivocal and showed that bilingual and monolingual participants performed equally in these two tasks across all the indices or markers of inhibitory skills explored. Furthermore, the lack of differences between monolingual and bilingual children extended to all the age ranges tested and was not modulated by any of the independent factors investigated. In light of these results, we conclude that bilingual children do not exhibit any specific advantage in simple inhibitory tasks as compared to monolinguals.
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Lopez Hernandez, D., J. Knight, P. Litvin, R. Rugh-Fraser, A. Bueno, R. Cervantes, S. Mangassarian i in. "B-66 The Effect of Bilingualism on Boston Naming Test Performance in Traumatic Brain Injury Survivors and Healthy Adults". Archives of Clinical Neuropsychology 34, nr 6 (25.07.2019): 1014. http://dx.doi.org/10.1093/arclin/acz034.149.
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Abstract Objective The Boston Naming Test (BNT) is a lexical-retrieval task. It has been documented that those with a history of traumatic brain injury (TBI) have reduced performance on the BNT. Bilingualism is also known to impact BNT performances. We examined the relationship of TBI and bilingualism/monolingualism on BNT performances. Method The sample (N = 95) consisted of 36 healthy controls (19 bilingual; 17 monolingual), 32 acute TBI participants (12 bilingual; 20 monolingual), and 27 chronic TBI participants (16 bilingual; 11 monolingual). Acute TBI participants were tested 6 months post-injury and chronic TBI participants were tested 12 months or more post-injury. All participants passed performance validity testing. A 3X2 ANOVA was conducted to determine the effect of TBI and bilingualism/monolingualism on BNT performance. Results A main effect was found for group (i.e., control, 6 month TBI, and 12 month TBI), p < .001, ηp² = .21. Pairwise comparisons revealed that acute TBI participants performed worse than the control and chronic TBI groups. A main effect for bilingualism/ monolingualism was found, p < .001, ηp² = .14; monolinguals performed better on the BNT. No interactions were found between TBI and bilingualism/monolingualism. Conclusions BNT performance improves overtime in TBI and the pattern of improvement post-TBI is not statistically different between bilingual/monolingual groups. Relative to monolinguals, bilingual participants demonstrated worse BNT performance.
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RAMIREZ, GLORIA, XI CHEN, ESTHER GEVA i YANG LUO. "Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children". Applied Psycholinguistics 32, nr 3 (1.06.2011): 601–18. http://dx.doi.org/10.1017/s0142716411000233.
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ABSTRACTThis study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs.
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Fennell, Christopher, i Krista Byers-Heinlein. "You sound like Mommy". International Journal of Behavioral Development 38, nr 4 (4.06.2014): 309–16. http://dx.doi.org/10.1177/0165025414530631.
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Previous research indicates that monolingual infants have difficulty learning minimal pairs (i.e., words differing by one phoneme) produced by a speaker uncharacteristic of their language environment and that bilinguals might share this difficulty. To clearly reveal infants’ underlying phonological representations, we minimized task demands by embedding target words in naming phrases, using a fully crossed, between-subjects experimental design. We tested 17-month-old French-English bilinguals’ ( N = 30) and English monolinguals’ ( N = 31) learning of a minimal pair (/k∊m/ – /g∊m/) produced by an adult bilingual or monolingual. Infants learned the minimal pair only when the speaker matched their language environment. This vulnerability to subtle changes in word pronunciation reveals that neither monolingual nor bilingual 17-month-olds possess fully generalizable phonological representations.
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KEITH, MARGAUX, i ELENA NICOLADIS. "The role of within-language vocabulary size in children's semantic development: evidence from bilingual children". Journal of Child Language 40, nr 4 (25.07.2012): 873–84. http://dx.doi.org/10.1017/s0305000912000268.
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ABSTRACTThis study tested whether bilingual children show a lag in semantic development (the schematic–categorical shift) relative to monolingual children due to smaller vocabularies within a language. Twenty French–English bilingual and twenty English monolingual children (seven to ten years old) participated in a picture-naming task in English. Their errors were coded for schematic or categorical relations. The bilingual children made more schematic errors than monolinguals, a difference that was accounted for statistically by vocabulary score differences. This result suggests that within-language vocabulary size is one important factor in semantic development and may explain why bilingual children sometimes show a lag relative to monolingual children in one of their languages, perhaps the language in which they have received less formal instruction.
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VIHMAN, MARILYN MAY, GUILLAUME THIERRY, JARRAD LUM, TAMAR KEREN-PORTNOY i PAM MARTIN. "Onset of word form recognition in English, Welsh, and English–Welsh bilingual infants". Applied Psycholinguistics 28, nr 3 (11.06.2007): 475–93. http://dx.doi.org/10.1017/s0142716407070269.
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Children raised in the home as English or Welsh monolinguals or English–Welsh bilinguals were tested on untrained word form recognition using both behavioral and neurophysiological procedures. Behavioral measures confirmed the onset of a familiarity effect at 11 months in English but failed to identify it in monolingual Welsh infants between 9 and 12 months. In the neurophysiological procedure the familiarity effect was detected as early as 10 months in English but did not reach significance in monolingual Welsh. Bilingual children showed word form familiarity effects by 11 months in both languages and also revealed an online time course for word recognition that combined effects found for monolingual English and Welsh. To account for the findings, accentual, grammatical, and sociolinguistic differences between English and Welsh are considered.
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Desjardins, Jamie L., i Francisco Fernandez. "Performance on Auditory and Visual Tasks of Inhibition in English Monolingual and Spanish–English Bilingual Adults: Do Bilinguals Have a Cognitive Advantage?" Journal of Speech, Language, and Hearing Research 61, nr 2 (15.02.2018): 410–19. http://dx.doi.org/10.1044/2017_jslhr-h-17-0160.
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Purpose Bilingual individuals have been shown to be more proficient on visual tasks of inhibition compared with their monolingual counterparts. However, the bilingual advantage has not been evidenced in all studies, and very little is known regarding how bilingualism influences inhibitory control in the perception of auditory information. The purpose of the current study was to examine inhibition of irrelevant information using auditory and visual tasks in English monolingual and Spanish–English bilingual adults. Method Twenty English monolinguals and 19 early balanced Spanish–English bilinguals participated in this study. All participants were 18–30 years of age, had hearing thresholds < 25 dB HL from 250 to 8000 Hz, bilaterally (American National Standards Institute, 2003), and were right handed. Inhibition was measured using a forced-attention dichotic consonant–vowel listening task and the Simon task, a nonverbal visual test. Results Both groups of participants demonstrated a significant right ear advantage on the dichotic listening task; however, no significant differences in performance were evidenced between the monolingual and bilingual groups in any of the dichotic listening conditions. Both groups performed better on the congruent trial than on the incongruent trial of the Simon task and had significantly faster response times on the congruent trial than on the incongruent trial. However, there were no significant differences in performance between the monolingual and bilingual groups on the visual test of inhibition. Conclusions No significant differences in performance on auditory and visual tests of inhibition of irrelevant information were evidenced between the monolingual and bilingual participants in this study. These findings suggest that bilinguals may not exhibit an advantage in the inhibition of irrelevant information compared with monolinguals.
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Castro, Sofía, Zofia Wodniecka i Kalinka Timmer. "Am I truly monolingual? Exploring foreign language experiences in monolinguals". PLOS ONE 17, nr 3 (21.03.2022): e0265563. http://dx.doi.org/10.1371/journal.pone.0265563.
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Monolingualism has typically been understood as a homogeneous phenomenon. The linguistic experiences of monolinguals are usually overlooked when analysing the impact of foreign language experiences on language processing and cognitive functioning. In this study, we analyse the linguistic experiences of 962 English-speaking individuals from the United Kingdom (UK) who identified as monolinguals. Through an online survey, we found that more than 80% of these monolinguals had learned at least one foreign language, dialect, or type of jargon. More than half of this 80% of monolinguals also used languages they had learned at some point in their lives. Moreover, nearly 40% of all the studied monolinguals confirmed that they had been passively exposed to foreign languages or dialects in their environment; approximately a fourth of these monolinguals who declared exposure to at least one foreign language (or dialect) confirmed that they also used these languages. Furthermore, activities that involved passive use of languages (i.e., activities that require reading or listening but do not require speaking or writing; e.g., watching TV) were occasionally carried out in foreign languages: around 26% of these monolinguals confirmed the passive use of more than one language. Lastly, around 58% of monolinguals who had visited one or more non-English-speaking countries declared the active use of foreign languages during their stay(s). These results suggest that the linguistic experiences of monolinguals from the UK often include exposure to and use of foreign languages. Moreover, these results show the need to consider the specificity of the monolingual language experience when analysing the impact of foreign languages on cognitive functioning, as differences in the language experiences of bilinguals also have divergent impacts on cognition. Lastly, monolingual experiences are different from bilingual experiences; therefore, existing questionnaires that evaluate language experiences should be adapted to capture the particular linguistic experiences of monolinguals.
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BONIFACCI, PAOLA, MARGHERITA BARBIERI, MARTA TOMASSINI i MAJA ROCH. "In few words: linguistic gap but adequate narrative structure in preschool bilingual children". Journal of Child Language 45, nr 1 (8.05.2017): 120–47. http://dx.doi.org/10.1017/s0305000917000149.
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AbstractThe aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary, Phonological Awareness, Morphosyntactic Comprehension, Phonological Memory, Letter Knowledge, and Story Sequencing tasks. The narratives produced in the Story Sequencing task were coded. Bilinguals underachieved, compared to monolinguals, in vocabulary, phonological awareness and morphosyntactic comprehension; they also differed in Type and Token indexes and in free morphology, but not in the level of macro-structural complexity. Macro-structural parameters were predicted by Mean Length of Utterances in monolinguals, but not in bilinguals. Bilingual children are able to structure stories in their L2 with monolingual-like cohesive complexity, although ‘in few words', that is, with weak L2 linguistic skills.
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Soto-Corominas, Adriana, Johanne Paradis, Brian V. Rusk, Stefka Marinova-Todd i Xuan Zhang. "ORAL LANGUAGE PROFILES OF ENGLISH SECOND LANGUAGE LEARNERS IN ADOLESCENCE". Studies in Second Language Acquisition 42, nr 4 (19.03.2020): 697–720. http://dx.doi.org/10.1017/s0272263119000767.
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AbstractIt is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and their monolingual peers (ages 12–15; N = 227) in Canadian middle schools to determine the timeline for convergence with monolinguals, and what factors predict individual differences among L2 learners. Having seven or more years of schooling was insufficient for all L2 learners to converge with monolinguals on all measures; moreover, growth in English abilities slowed after seven years. Regression analyses revealed that use of English with friends, parental education, and cognitive skills predicted individual variation in the L2 learners’ English abilities and, thus, contributed to their potential for convergence with monolinguals.
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Dupuy, Ludivine, Penka Stateva, Sara Andreetta, Anne Cheylus, Viviane Déprez, Jean-Baptiste van der Henst, Jacques Jayez, Arthur Stepanov i Anne Reboul. "Pragmatic abilities in bilinguals". Linguistic Approaches to Bilingualism 9, nr 2 (16.01.2018): 314–40. http://dx.doi.org/10.1075/lab.17017.dup.
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Abstract The experimental literature on the pragmatic abilities of bilinguals is rather sparse. The only study investigating adult second language (L2) learners (Slabakova, 2010) found an increase of pragmatic responses in that population relative to monolinguals. The results of studies on early bilingual children are unclear, some finding a significant increase in pragmatic responses in early bilingual children (preschoolers) relative to monolinguals (Siegal et al., 2007), while another (Antoniou and Katsos, 2017), testing school children, does not. We tested adult French L2 learners of English and Spanish (in their two languages) as well as French monolingual controls in Experiment 1 and Italian-Slovenian early bilingual children (in both languages) and Slovenian monolingual controls in Experiment 2. Our results were similar to those of Antoniou and Katsos (2017) in early bilingual children, but different from those of Siegal et al. (2007). We found no pragmatic bias in adult L2 leaners relative to adult monolinguals.
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DE HOUWER, ANNICK, MARC H. BORNSTEIN i DIANE L. PUTNICK. "A bilingual–monolingual comparison of young children's vocabulary size: Evidence from comprehension and production". Applied Psycholinguistics 35, nr 6 (28.01.2013): 1189–211. http://dx.doi.org/10.1017/s0142716412000744.
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ABSTRACTIt is often assumed that young bilinguals are lexically delayed in comparison to monolinguals. A comprehensive comparison of comprehension and production vocabulary in 31 firstborn bilingual and 30 matched monolingual children fails to find empirical foundation for this assumption. Several raters completed Dutch and French adaptations of the MacArthur Communicative Development Inventories for children aged 13 and 20 months. At 13 months, bilinguals understood more words than did monolinguals; at 20 months, monolinguals knew more Dutch words than did bilinguals (combining comprehension and production). There were no group differences for word production or for Dutch word comprehension. Both groups understood and produced the same number of lexicalized meanings; ratios of word comprehension to word production did not differ; interindividual variation was similar. This study underscores the importance of conducting bilingual–monolingual comparisons with matched groups and suggests that if individual bilingual children appear to be slow in early vocabulary development, reasons other than their bilingualism should be investigated.
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Yamchi, Roghayeh, i Vishal Kumar. "Comparison of Iranian Monolingual and Bilingual EFL Students’ Listening Comprehension in Terms of Watching English Movie with Latinized Persian Subtitles". English Language Teaching 9, nr 5 (5.04.2016): 65. http://dx.doi.org/10.5539/elt.v9n5p65.
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<p>The main concern of the present study was to compare Iranian monolingual and bilingual EFL students’ listening comprehension in terms of Latinized Persian subtitling of English movie to see whether there was a significant difference between monolinguals and bilinguals on immediate linguistic comprehension of the movie. Latinized Persian subtitling was representing Persian language in Latin script. To achieve this end, an ex post facto design was employed. The homogenized participants of this study were 24 Persian monolingual students and 22 Azeri-Persian bilingual students. One listening comprehension test which was based on the linguistic information of the movie was administered to both groups of monolinguals and bilinguals. The results of Mann-Whitney U test revealed a significant difference between two groups; that is, monolinguals outperformed bilinguals on immediate linguistic comprehension of the movie. Finally, the study concludes with some pedagogical implications and recommendations for further research.</p>
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Vender, Maria, i Chiara Melloni. "Phonological Awareness across Child Populations: How Bilingualism and Dyslexia Interact". Languages 6, nr 1 (28.02.2021): 39. http://dx.doi.org/10.3390/languages6010039.
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Phonological awareness is a complex and multifaceted skill which plays an essential role in the development of an individual’s language and literacy abilities. Phonological skills are indeed dramatically impaired in people with dyslexia, at any age and across languages, whereas their development in bilinguals is less clear. In addition, the interaction between bilingualism and dyslexia in this domain is still under-investigated. The aim of this paper is to provide new experimental evidence on this topic by exploring the phonological competence in Italian of monolingual and bilingual children with and without dyslexia. To this purpose, we developed three tasks, assessing nonword repetition, rhyme detection and spoonerisms, which we administered to 148 10-year-old children in two distinct studies. In Study 1, we found that two groups of L2 Italian typically developing bilinguals, having either Arabic or Romanian as L1, performed similarly to Italian monolinguals in all measures, pointing to absence of both bilingualism-related and L1-related effects in these tasks. In Study 2, we administered the same tasks to four groups of children: Italian monolinguals with dyslexia, Italian monolingual typically developing children, L2 Italian bilinguals with dyslexia and L2 Italian bilingual typically developing children. Results showed that children with dyslexia, both monolingual and bilingual, exhibited significantly more difficulties than typically developing children in all three tasks, whereas bilinguals, consistent with Study 1, performed similarly to their monolingual peers. In addition, no negative effects of bilingualism in dyslexia were found, indicating that being bilingual does not provide additional difficulties to children with dyslexia.
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Gámez, Perla B., i Dahlia González. "A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers". International Journal of Bilingualism 23, nr 1 (7.09.2017): 329–48. http://dx.doi.org/10.1177/1367006917728391.
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Purpose: The Spanish and English narrative skills of young (mean age = 5.65 years) Spanish-English bilinguals were compared to functionally monolingual Spanish and English-only speakers’ narrative skills, respectively ( n = 63). Method: Spanish and English oral retellings, elicited at the beginning and end of the kindergarten year, were transcribed and coded in terms of discourse- (story structure complexity), semantic- (word diversity) and grammatical-level (lexical and grammatical errors, revisions) skills. Data and analysis: Repeated measures ANOVAs, with Time (beginning-, end-of-year) and Language Status (bilingual and either functionally monolingual Spanish or English monolingual) or Language (English, Spanish) as factors, were used to compare children’s narratives in terms of story structure complexity, word diversity, errors and revisions. Pearson correlations examined the relation of revisions to word diversity and errors. Results: Time comparisons revealed significant gains in story structure complexity, with no statistically significant difference between bilinguals’ and monolinguals’ complexity scores. Bilinguals’ stories were also not different between English and Spanish. Yet, bilinguals included more errors in English than did English monolinguals, while engaging in a comparable number of revisions. Moreover, despite comparable error rates with Spanish monolinguals, bilinguals included more lexical and grammatical revisions in Spanish. Revisions and word diversity were positively correlated; no relation was found between revisions and errors. Conclusions: The relative differences in revisions between bilinguals’ and Spanish monolinguals’ narratives, versus English monolinguals’, highlight the linguistic strengths of bilinguals. In particular, bilinguals’ tendency to engage in revisions as they attempt to increase their language complexity, suggests that revisions require advanced linguistic knowledge, not language uncertainty. Originality: The children in this study were considered language minority learners in the United States. Moving past accounts of minority learners’ “low” performance on oral language and reading comprehension, our study findings reveal evidence of “advanced” linguistic knowledge for bilingual speakers.
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Lemmon, Christian R., i Judith P. Goggin. "The measurement of bilingualism and its relationship to cognitive ability". Applied Psycholinguistics 10, nr 2 (czerwiec 1989): 133–55. http://dx.doi.org/10.1017/s0142716400008493.
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ABSTRACTThe present experiments explored various measures of English and Spanish language ability and compared monolingual and bilingual subjects on tests of cognitive skill. Language ability was assessed in Experiment 1. These measures were found to be highly correlated with each other, with at least two factors needed to describe the associations among the tests in each language. In Experiment 2, subjects were given tests of cognitive skill. To be included in this study, all subjects were required to show adequate understanding of English and were divided into monolingual and bilingual groups on the basis of their Spanish abilities. Monolinguals scored higher than bilinguals on most of the measures of cognitive skill, but subsequent comparisons of the monolinguals with high and low bilingual subgroups suggested that the differences were attributable to those subjects characterized as low bilinguals.
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Filipović, Luna. "Bilingual memory advantage: Bilinguals use a common linguistic pattern as an aid to recall memory". International Journal of Bilingualism 24, nr 3 (19.06.2019): 542–55. http://dx.doi.org/10.1177/1367006918814381.
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Aims and objectives/purpose/research question: The aim of this study is to probe for language effects on bilingual episodic memory. The main research question is whether both languages of bilinguals are accessible and used as aids to memory regardless of which language is used for speaking, or whether each language used for verbalization affects memory in a language-specific way. Design/methodology/approach: Our methodology involves an experimental elicitation of event verbalizations and recall memory responses to video stimuli by English and Spanish monolinguals and proficient balanced bilinguals whose two languages are kept active throughout the experiment while they are describing what they see in one of the languages. Data and analysis: The data analysis shows that there is a main effect of language, that is, the recall was overall more accurate in Spanish-speaking situations than in the English ones. However, the significance of the effect comes exclusively from the comparison between English monolinguals versus the other two groups: Spanish monolinguals and bilinguals. Spanish monolinguals and bilinguals speaking either English or Spanish all had better recall than the English monolingual participants. Originality: Language effects on monolingual versus bilingual witness memory are seldom investigated and the current knowledge about bilingual episodic memory in general is very limited. Significance/implications: This study informs the theoretical assumptions related to monolingual and bilingual thinking-for-speaking research as well as offering, for the first time, empirical support towards our understanding of how bilinguals proficient in both languages “merge” their linguistic systems when storing information about events they witness in memory regardless of the language used to explicitly describe the event in verbalization.
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Shokrkon, Anahita, i Elena Nicoladis. "Absence of a bilingual cognitive flexibility advantage: A replication study in preschoolers". PLOS ONE 16, nr 8 (5.08.2021): e0255157. http://dx.doi.org/10.1371/journal.pone.0255157.
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Some studies have found a bilingual advantage in children’s executive function and some failed to find a bilingual advantage. For example, the results of a previous study by Bialystok & Martin (2004) indicated that Chinese-English bilingual preschool children outperformed English monolingual children in solving the dimensional change card sort (DCCS). The goal of our study was to replicate this study using the same dimensional change card sort task. We also tested our participants on vocabulary and digit span. Our participants were 40 English monolingual and 40 Mandarin-English bilingual children and were within the same age range as the children in Bialystok & Martin’s (2004) study. Our results showed no difference between bilinguals and monolinguals. Both groups of children in the present study performed better than those in Bialystok and Martin (2004), but the bigger difference was between the two groups of monolinguals. These results suggest that it could be important to attend to monolingual children’s performance, in addition to bilinguals’, when testing for a bilingual advantage. Our replication study is important because it helps with clarifying the validity of studies finding a bilingual advantage and to help future researchers know whether to build on their findings or not.
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Ivanova, Iva, David P. Salmon i Tamar H. Gollan. "The Multilingual Naming Test in Alzheimer's Disease: Clues to the Origin of Naming Impairments". Journal of the International Neuropsychological Society 19, nr 3 (8.01.2013): 272–83. http://dx.doi.org/10.1017/s1355617712001282.
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AbstractThe current study explored the picture naming performance of patients with Alzheimer's disease (AD). First, we evaluated the utility of the Multilingual Naming Test (MINT; Gollan et al., 2011), which was designed to assess naming skills in speakers of multiple languages, for detecting naming impairments in monolingual AD and amnestic mild cognitive impairment (MCI). If the MINT were sensitive to linguistic impairment in AD, using it in clinical practice might have advantages over using tests exclusively designed for English monolinguals. We found that the MINT can be used with both monolinguals and bilinguals: A 32-item subset of the MINT is best for distinguishing monolingual patients from controls, while the full MINT is best for assessing degree of bilingualism and language dominance in bilinguals. We then investigated the cognitive mechanisms underlying naming impairment in AD. To this end, we explored which MINT item characteristics best predicted performance differences between monolingual patients and controls. We found that contextual diversity and imageability, but not word frequency (nor words’ number of senses), contributed unique variance to explaining naming impairments in AD. These findings suggest a semantic component to the naming impairment in AD (modulated by names’ semantic richness and network size). (JINS, 2013, 19, 1–12)
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Foursha-Stevenson, Cassandra, i Elena Nicoladis. "Early emergence of syntactic awareness and cross-linguistic influence in bilingual children’s judgments". International Journal of Bilingualism 15, nr 4 (7.11.2011): 521–34. http://dx.doi.org/10.1177/1367006911425818.
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Bilingual children sometimes perform better than same-aged monolingual children on metalinguistic awareness tasks, such as a grammaticality judgment. Some of these differences can be attributed to bilinguals having to learn to control attention to language choice. This study tested the hypothesis that bilingual children, as young as preschool age, would score overall higher than monolingual children on a grammaticality judgment test. French–English bilingual preschoolers judged the acceptability of three constructions in French and English (i.e. adjective–noun ordering, obligatoriness of a determiner, and object pronoun placement). Their performance was compared with that of a group of age-matched English monolinguals. The results showed that the bilingual children scored higher than the monolingual children. These results demonstrate that syntactic awareness develops quite early for bilinguals. Additionally, the bilingual children demonstrated cross-linguistic influence of core syntactic structure in French, as their judgments were affected by English acceptability.
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Ågren, Malin, i Joost van de Weijer. "Number problems in monolingual and bilingual French-speaking children". Language, Interaction and Acquisition 4, nr 1 (31.05.2013): 25–50. http://dx.doi.org/10.1075/lia.4.1.02agr.
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The present study focuses on the acquisition of subject–verb agreement in number in spoken French. We compare production and comprehension of singular and plural verb forms in French monolingual and French-Swedish bilingual children (n = 58) aged five to ten. Overall, the results demonstrate that subject–verb agreement in number is a challenge to all French-speaking children, be it monolingual or bilingual, due to its heterogeneous, partial and lexically restricted nature. Furthermore, in production, bilingual children omit plural verb forms significantly more often than monolinguals. However, in comprehension, they pattern with their monolingual peers. The data also illustrate an asymmetric pattern: Plural verb forms are more easily comprehended than produced whereas singular verb forms are more easily produced than comprehended. The reasons for this asymmetry are discussed from a usage-based perspective, focusing on the frequency of verb forms and agreement patterns in the French input.
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Liu, Liquan, Mengru Han i René Kager. "Keeping up with the monolinguals". Dutch Journal of Applied Linguistics 6, nr 1 (19.10.2017): 41–64. http://dx.doi.org/10.1075/dujal.6.1.03liu.
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Abstract Previous studies investigating possible differences between monolingual and bilingual infants’ vocabulary development have produced mixed results. The current study examines the size of the total receptive and expressive vocabulary, total conceptual vocabulary, and specific Dutch vocabulary of two hundred 8- to 18-month-old monolingual and bilingual infants born and living in the Netherlands. Families completed a Dutch version of the MacArthur-Bates Communicative Developmental Inventories. Results illustrate that bilingual infants keep up with monolinguals even in Dutch receptive and expressive vocabulary sizes, showing no trace of delay in the development of the socially dominant language. The overall findings constitute an extension of work on vocabulary acquisition and challenge existing theories that suggest a developmental delay among bilingual learners. The equal pace of development between the monolingual and bilingual groups provides new insights into the influence and perhaps advantages of early bilingual language acquisition.
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Wimmer, Eva, i Anna-Lena Scherger. "Working Memory Skills in DLD: Does Bilingualism Make a Difference?" Languages 7, nr 4 (9.11.2022): 287. http://dx.doi.org/10.3390/languages7040287.
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Recent studies have reported that several cognitive domains benefit from bilingualism, including working memory. The aim of the present study is to specifically explore the effects of bilingual experience on different functions of working memory in children with developmental language disorder (DLD) compared to monolingual children with and without DLD. We therefore investigated n = 42 German speaking monolingual and bilingual children with and without DLD aged six to eight years. We examined two components of working memory often impaired in DLD: verbal short-term memory and the central executive. We expected bilingual children to outperform their monolingual peers. However, our results do not show any advantage of bilingualism since bilingual typically developing (TD) children did not outperform monolingual TD children and bilingual children with DLD did not outperform monolinguals with DLD; this holds for all measures under investigation. The main outcome is that no disadvantage could be found for bilingual children in cognitive functions. Raising a child bilingually does not exacerbate linguistic and cognitive difficulties in children with DLD. However, our preliminary data suggest it does not lead to cognitive advantages in working memory either.
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Groba, Agnes, Annick De Houwer, Hellmuth Obrig i Sonja Rossi. "Bilingual and Monolingual First Language Acquisition Experience Differentially Shapes Children’s Property Term Learning: Evidence from Behavioral and Neurophysiological Measures". Brain Sciences 9, nr 2 (12.02.2019): 40. http://dx.doi.org/10.3390/brainsci9020040.
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Studies of novel noun learning show bilingual children rely less on the Mutual Exclusivity Constraint (MEC) for word learning than monolinguals. Shifting the focus to learning novel property terms (adjectives), the present study compared 3.5- and five-year-old bilingual and monolingual preschoolers’ adherence to the MEC. We found no bilingual-monolingual differences on a behavioral forced-choice task for the 3.5-year-olds, but five-year-old monolinguals adhered more to the MEC than bilinguals did. Older bilinguals adhered less to the MEC than younger ones, while there was no difference in MEC adherence between the younger and older monolinguals. In the 5-year-olds, we additionally acquired neurophysiological data using functional near-infrared spectroscopy (fNIRS) to allow for a first explorative look at potential neuronal underpinnings. The data show that, compared to bilinguals, monolinguals reveal higher activation over three brain regions (right frontal, left temporo-parietal, and left prefrontal) that may be involved in exploiting the MEC, building on conflict detection, inhibition, solution of a disjunction, and working memory processes. Taken together, our behavioral and neurophysiological findings reveal different paths towards novel property term learning depending on children’s language acquisition context.
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Cervantes, R., W. Lopez Hernandez, J. Knight, P. Litvin, A. Bueno, R. Rugh-Fraser, C. McElwee i in. "B-67 The Effect of Bilingualism on Executive Functioning Performance in Traumatic Brain Injury Survivors and Healthy Adults". Archives of Clinical Neuropsychology 34, nr 6 (25.07.2019): 1015. http://dx.doi.org/10.1093/arclin/acz034.150.
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Abstract Objective Traumatic brain injury (TBI) survivors often exhibit problems with executive function (EF). Language use can also impact EF test performances. We examined the effects of TBI and bilingualism/monolingualism on several EF tests. Method The sample (N = 94) consisted of 37 healthy controls (19 bilingual; 18 monolingual), 30 acute TBI participants (10 bilingual; 20 monolingual), and 27 chronic TBI participants (16 bilingual; 11 monolingual). Acute TBI participants were tested 6 months post-injury and chronic TBI participants were tested 12 months or more post-injury. Stroop Color-Word (SCW), Delis-Kaplan Executive Function System Letter Fluency (DKEFS-LF), Trail Making Test part B (TMT-B) and a EF global composite (EF-GC) were used to assess EF. All participants passed performance validity testing. 3X2 ANOVAs were conducted to determine the effect of TBI and bilingualism/monolingualism on EF performances. Results Main effects were found between groups (control and TBI groups) on SCW, p = .046, ηp² = .07, TMT-B, p = .042, ηp² = .07, and EF-GC, p = .005, ηp² = .13; the 6-month TBI group performed worse than controls on TMT-B and EF-GC. Main effects were found for bilingualism/ monolingualism on SCW, p = .012, ηp² = .07, and TMT-B, p = .034, ηp² = .05; monolingual participants performed better than bilingual participants. No significant interactions between TBI and language were found. Conclusion The TBI group underperformed on SCW, TMT-B, and EF-GC compared to controls; relative to monolinguals, bilinguals underperformed on the SCW and TMT-B only. In conclusion, our findings seem to suggest that monolinguals have better cognitive flexibility compared to bilinguals that result in better EF performances.
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Knight, J., A. Arzuyan, W. Lopez-Hernandez, P. Litvin, R. Cervante, R. Rugh-Fraser, E. Torres i in. "B-68 The Effect of Bilingualism on Stroop Performance in Traumatic Brain Injury Survivors and Healthy Adults". Archives of Clinical Neuropsychology 34, nr 6 (25.07.2019): 1016. http://dx.doi.org/10.1093/arclin/acz034.151.
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Abstract Objective Traumatic brain injury (TBI) affects neurocognition. Speaking multiple languages can also influence cognitive test performances. We examined the relationship between TBI and monolingualism/bilingualism on a task of attention and response inhibition (Stroop Color Word Test; SCWT). Method The sample (N = 96) consisted of 37 healthy controls (19 bilingual; 18 monolingual), 32 acute TBI participants (12 bilingual; 20 monolingual), and 27 chronic TBI participants (16 bilingual; 11 monolingual). Acute TBI participants were tested 6 months post-injury and chronic TBI participants were tested 12 months or more post-injury. The SCWT included the word (SCWT-W), color (SCWT-C), and color-word interference (SCWT-I) conditions. All participants passed performance validity testing. 3X2 ANOVAs were conducted to examine the relationship between TBI and monolingualism/bilingualism on SCWT performances. Results Group effects (control and TBI groups) were found for all Stroop measures. We found main effects of TBI on SCWT-W, p = .013, ηp² = .09, SCWT-C, p = .001, ηp² = .14, and SCWT-I, p = .022, ηp² = .08, with the controls outperforming acute TBI survivors on SCWT-I, chronic TBI survivors on SCWT-W, and both TBI groups on SCWT-C. We also observed main effects of language for SCWT-C, p = .012, ηp² = .07, and SCWT-I, p = .003, ηp² = .09, with the monolinguals outperforming bilinguals on SCWT-C and SCWT-I. However, no significant interactions between TBI and language were found. Conclusion As expected, the control group outperformed TBI survivors on the SCWT. Monolinguals outperformed bilinguals on all Stroop measures except SCWT-W condition. Our findings seem to suggest that monolingual speakers may have better attention and response inhibition abilities that resulted in better SCWT performance.
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Khashawi, F. "Verbal and visual-spatial working memory performance in Arabic monolingual and English/Arabic bilingual Kuwaiti children". European Psychiatry 33, S1 (marzec 2016): S369. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1323.
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IntroductionResearch in psycholinguistics focusing on cognitive processing in bilinguals and the role played by working memory about cognitive processing indicated that Working Memory (WM) was instrumental in cognitive processing in bilinguals, but that its role was different and generally more complex than it was in monolinguals. However, the specific manner in which the use of WM differed between monolinguals and bilinguals was not always clear.ObjectivesThis research explored the verbal and visual-spatial WM performance in an Arabic monolingual group and a bilingual English/Arabic group.MethodsThe participants were 396 Kuwaiti (198 monolingual aged 7.99 ± 1.97 years and 198 bilingual aged 8.03 ± 1.92) with no significant age differences (t = 0.23, P > 0.05). The two groups were compared on how they performed in the Automated Working Memory Assessment (AWMA), to measure a verbal and visual-spatial WM tasks. The tasks were Listening Recall, Counting Recall, Mr. X, Backward Digit Recall, Odd-one-out and Spatial Span. All tasks were internally consistent (Alpha = 0.91, 0.93, 0.87, 0.88, 0.87, and 0.91 respectively). The data was analyzed using Independent Sample t Test.ResultsThe findings showed that there was significant group difference as the monolingual Arabic group (L1) performed better than bilingual English/Arabic group (L2) on both of verbal WM (t = 3.25, P < 0.002) and visuospatial WM (t = 3.04, P < 0.002).ConclusionThe monolingual children obtained higher scores on both verbal and visuospatial WM. These findings were explained in terms of the complexity of the Arabic language and cultural context in which the second language is being practiced. This warrants further investigation.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Osborne, Denise. "The L2 perception of initial English /h/ and /ɹ/ by Brazilian Portuguese learners of English". Journal of Second Language Pronunciation 1, nr 2 (14.09.2015): 157–80. http://dx.doi.org/10.1075/jslp.1.2.02osb.
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This study investigates how speakers who speak Brazilian Portuguese as their first language and English as their second language perceive the English phonemes /h/ and /ɹ/, and how they and monolingual Brazilian Portuguese speakers map these phonemes onto Portuguese sound categories. Participants took part in three experiments: an AXB discrimination test, an identification test, and a cross-language assimilation test, which was also taken by monolinguals. Lower and higher proficiency groups were able to hear the distinction acoustically, but only the higher proficiency group used the distinction to identify English words. Monolingual Brazilian Portuguese speakers and the higher proficiency group assimilated English /h/ primarily to Portuguese /h/. However, the phonological environment had an effect for monolinguals, but not for the higher proficiency group. The lower proficiency group, which one might expect to fall in between these two groups, showed a failure to assimilate English sounds to the Portuguese categories.
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PARADIS, JOHANNE, ELENA NICOLADIS, MARTHA CRAGO i FRED GENESEE. "Bilingual children's acquisition of the past tense: a usage-based approach". Journal of Child Language 38, nr 3 (26.08.2010): 554–78. http://dx.doi.org/10.1017/s0305000910000218.
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ABSTRACTBilingual and monolingual children's (mean age=4;10) elicited production of the past tense in both English and French was examined in order to test predictions from Usage-Based theory regarding the sensitivity of children's acquisition rates to input factors such as variation in exposure time and the type/token frequency of morphosyntactic structures. Both bilingual and monolingual children were less accurate with irregular than regular past tense forms in both languages. Bilingual children, as a group, were less accurate than monolinguals with the English regular and irregular past tense, and with the French irregular past tense, but not with the French regular past tense. However, bilingual children were as accurate as monolinguals with the past tense in their language of greater exposure, except for English irregular verbs. It is argued that these results support the view that children's acquisition rates are sensitive to input factors, but with some qualifications.
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MARINOVA-TODD, STEFKA H. "“Corplum is a core from a plum”: The advantage of bilingual children in the analysis of word meaning from verbal context". Bilingualism: Language and Cognition 15, nr 1 (1.08.2011): 117–27. http://dx.doi.org/10.1017/s136672891000043x.
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The possible advantage of bilingual children over monolinguals in analyzing word meanings from verbal context was examined. The subjects were 40 third-grade children (20 bilingual and 20 monolingual) recruited from independent schools in the USA. The two groups of participants were compared on their performance on a standardized test of receptive vocabulary and an experimental measure of word meanings, the Word–Context Test. Results revealed that on average, the bilingual children had smaller vocabularies in English. The bilinguals deduced the meaning from context of more words than the monolingual children, although there were no differences between groups on the rate of reaching the target meanings for words on which they were successful, and on the quality of their definitions. Moreover, bilingual children approached the task differently and they showed greater flexibility when analyzing word meanings from verbal context, thus indicating that bilinguals may be more efficient vocabulary learners than monolinguals.
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MARIAN, VIORICA, i MICHAEL SPIVEY. "Bilingual and monolingual processing of competing lexical items". Applied Psycholinguistics 24, nr 2 (czerwiec 2003): 173–93. http://dx.doi.org/10.1017/s0142716403000092.
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Performance of bilingual Russian–English speakers and monolingual English speakers during auditory processing of competing lexical items was examined using eye tracking. Results revealed that both bilinguals and monolinguals experienced competition from English lexical items overlapping phonetically with an English target item (e.g., spear and speaker). However, only bilingual speakers experienced competition from Russian competitor items overlapping crosslinguistically with an English target (e.g., spear and spichki, Russian for matches). English monolinguals treated the Russian competitors as they did any other filler items. This difference in performance between bilinguals and monolinguals tested with exactly the same sets of stimuli suggests that eye movements to a crosslinguistic competitor are due to activation of the other language and to between-language competition rather than being an artifact of stimulus selection or experimental design.