Comparing Bilingual and Monolingual Toddlers' Expressive Vocabulary Size

Patterson, Janet L.

doi:10.1044/1092-4388(2004/089)

Cited by 46 publications

(15 citation statements)

References 6 publications

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“…Specifically, we first controlled for age of child, and then entered gender, parity (first-/only-vs. later-borns), monolingual status (mono-vs. multilingual) and number of respondents as a second step, then added parental education at the third step, and finally, location as a final step. -Ginsberg, 1998 ;Rescorla & Achenbach, 2002) that the presence of siblings and multiple language backgrounds can have significant negative effects on vocabulary development (but see Patterson, 2004). Although 3% may not seem to be a large proportion of the variance, it is important to consider that number of respondents did not account for any variance whatsoever in our sample (in contrast to recent reports by de Houwer, Bornstein & Leach, 2005) and, taken together, gender, monolingual status and birth order also did not account for any more of the variance than location alone.…”

Section: O C a B U L A R Y D E V E L O P M E N T I N M A N D A R I mentioning

confidence: 99%

“…Mean ' word opportunity ' scores by age from 0; 8-2; 6 for words reported as ' can say' on the Beijing (CCDI-P) and Hong Kong (CCDI-C) Words and Gestures and Words and Sentences Forms. Hoff-Ginsberg, 1998 ;Rescorla & Achenbach, 2002) that the presence of siblings and multiple language backgrounds can have significant negative effects on vocabulary development (but see Patterson, 2004). Accordingly, it is important that these factors be controlled for in any comparisons across the Beijing and Hong Kong samples.…”

Section: R E S U L T Smentioning

confidence: 99%

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Early vocabulary development in Mandarin (Putonghua) and Cantonese

et al. 2009

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Parent report instruments adapted from the MacArthur-Bates Communicative Development Inventories (CDI) examined vocabulary development in children aged 0 ; 8 to 2 ; 6 for two Chinese languages, Mandarin (n=1694) and Cantonese (n=1625). Parental reports suggested higher overall scores for Mandarin- than for Cantonese-speaking children from approximately 1 ; 4 onward. Factors relevant to the difference were only-child status, monolingual households and caregiver education. In addition to the comparison of vocabulary scores overall, the development of noun classifiers, grammatical function words common to the two languages, was assessed both in terms of the age and the vocabulary size at which these terms are acquired. Whereas age-based developmental trajectories again showed an advantage for Beijing children, Hong Kong children used classifiers when they had smaller vocabularies, reflecting the higher frequencies and greater precision of classifier use in adult Cantonese. The data speak to the importance of using not just age, but also vocabulary size, as a metric by which the acquisition of particular linguistic elements can be examined across languages.

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Section: O C a B U L A R Y D E V E L O P M E N T I N M A N D A R I mentioning

confidence: 99%

Section: R E S U L T Smentioning

confidence: 99%

Early vocabulary development in Mandarin (Putonghua) and Cantonese

et al. 2009

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“…Data on comprehension in English-Spanish bilinguals clarifies these findings. Kohnert & Bates (2002) found five-to seven-year-olds acquiring Spanish as a first language and English as a second language are relatively balanced in their comprehension across the two languages, supporting Patterson's (2004) and Rescorla & Achenbach's (2002) interpretation. In addition, Umbel, Pearson, Fernandez & Oller (1992) found a statistically significant portion of non-overlapping vocabulary in bilingual five-to eight-year-olds with varying exposure to Spanish and English.…”

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confidence: 97%

Reliability and validity of the Computerized Comprehension Task (CCT): data from American English and Mexican Spanish infants

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Keplinger

2008

J. Child Lang.

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Early language comprehension may be one of the most important predictors of developmental risk. The need for performance-based assessment is predicated on limitations identified in the exclusive use of parent report and on the need for a performance measure with which to assess the convergent validity of parent report of comprehension. Child performance data require the development of procedures to facilitate infant attention and compliance. Forty infants (20 at 1 ; 4 and 20 at 1 ; 8) acquiring English completed a standard picture book task and the same task was administered on a touch-sensitive screen. The computerized task significantly improved task attention, compliance and performance. Reliability was high, indicating that infants were not responding randomly. Convergent validity with parent report and 4-month stability was substantial. Preliminary data extending this approach to Mexican-Spanish are presented. Results are discussed in terms of the promise of this technique for clinical and research settings and the potential influences of cultural factors on performance.

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“…It is important to point out that there is no serious current claim that bilingual children are confused or slowed in their ability to learn language. In studies that have used measures of bilingual children's combined vocabularies, the bilingually developing children look very similar to the monolingually developing children (Patterson, 2004 ;Patterson & Pearson, 2004 ;Pearson & Fernández, 1994). There are, however, conflicting reports as to whether bilingual children proceed at the same pace as monolingual children in acquiring the vocabulary and, particularly, the grammar of EACH of their languages.…”

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confidence: 99%

Dual language exposure and early bilingual development

et al. 2011

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The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1;10 to 2;6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed.

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Comparing Bilingual and Monolingual Toddlers' Expressive Vocabulary Size

Cited by 46 publications

References 6 publications

Early vocabulary development in Mandarin (Putonghua) and Cantonese

Early vocabulary development in Mandarin (Putonghua) and Cantonese

Reliability and validity of the Computerized Comprehension Task (CCT): data from American English and Mexican Spanish infants

Dual language exposure and early bilingual development

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