Effects of Speech Practice on Fast Mapping in Monolingual and Bilingual Speakers

Kan, Pui Fong; Sadagopan, Neeraja; Janich, Lauren; Andrade, M.A.F¹

doi:10.1044/2013_jslhr-l-13-0045

Cited by 22 publications

(47 citation statements)

References 63 publications

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“…For example, Kan and Sadagopan (2014) found no difference in the performance between monolingual and bilingual young adults on novel word retention abilities when measured through either comprehension or naming probes. However, a previous study conducted by Kan, Sadagopan, Janich, and Andrade (2013) did find a specific bilingual advantage for comprehension scores, although still not for word production.…”

Section: The Bilingual Advantage In Novel Word Learningmentioning

confidence: 70%

Consequences of late bilingualism for novel word learning: Evidence from Tamil–English bilingual speakers

Nair

Biedermann

Nickels

2016

International Journal of Bilingualism

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Aims and objectives: Recent studies that have investigated novel word learning have demonstrated an advantage for bilinguals compared to monolinguals. The study reported here sought to explore whether a word learning advantage is revealed only for early bilinguals with comparable proficiency in both their languages, or whether such advantages are also observed in individuals with relatively late experience of, and less proficiency in, a second language. Methodology: We tested the acquisition of novel words in an unknown language using identification and naming tasks in three groups of 20 participants: monolingual Tamil speakers; early Tamil-English bilingual speakers; and late Tamil-English bilingual speakers. Data and analysis: The data was analysed using a non-parametric Kruskal-Wallis test followed by linear regressions. Findings: The results showed a bilingual advantage for word learning as evidenced by superior performance in both the naming and identification tasks and, critically, late bilinguals outperformed monolinguals. Originality: The results of the present study revealed, for the first time, a bilingual advantage in word learning even when individuals acquire their second language later in life. Significance: The results suggest that the positive effects of bilingualism may generalise beyond non-linguistic tasks, perhaps affecting a general language learning mechanism. Moreover, this seems to occur even in late bilingualism. This is in contrast to the reported effects on cognitive control mechanisms that show only weaker advantages for individuals who learned a second language later in life.

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Section: The Bilingual Advantage In Novel Word Learningmentioning

confidence: 70%

Consequences of late bilingualism for novel word learning: Evidence from Tamil–English bilingual speakers

Nair

Biedermann

Nickels

2016

International Journal of Bilingualism

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“…The present study examined bilinguals' novel word retention with a one-week exposure-retrieval interval. This current study was a follow-up study of Kan et al (2014) in which Spanish-English bilinguals outperformed English-speaking monolinguals in identifying newly-exposed novel words not only in English but also in a language foreign to both groups (i.e., Cantonese). Importantly, Kan et al (2014) found there to be speech practice effects on fast mapping production for both bilinguals and monolinguals.…”

Section: Introductionmentioning

confidence: 83%

“…This current study was a follow-up study of Kan et al (2014) in which Spanish-English bilinguals outperformed English-speaking monolinguals in identifying newly-exposed novel words not only in English but also in a language foreign to both groups (i.e., Cantonese). Importantly, Kan et al (2014) found there to be speech practice effects on fast mapping production for both bilinguals and monolinguals. Specifically, speech practice involved the participants' listening and repeating of target word-forms prior to their undertaking the fast mapping task.…”

Section: Introductionmentioning

confidence: 83%

“…Of interest in this current study was the impact of bilinguals' dual language experience on word retention, given the bilingual advantages for immediately retrieving newly-exposed novel words, as pointed out in a previous study (see Kan et al, 2014). According to Baddeley's working memory model (Baddeley et al, 1998), the initial acquisition of newly-encountered words relies on a cognitive system called the phonological loop, which is responsible for temporarily storing new phonological word-forms and for transferring short-term memory traces into long-term memory.…”

Section: Introductionmentioning

confidence: 97%

“…Participants were 30 English-speaking monolingual adults and 30 bilingual adults who speak Spanish as a home language and learned English as a second language during childhood. In a previous study (Kan et al, 2014), the participants were exposed to the target novel words in English, Spanish, and Cantonese. In this current study, word retention was measured a week after the fast mapping task.…”

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Novel word retention in bilingual and monolingual speakers

Kan

Sadagopan

2014

Front. Psychol.

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The goal of this research was to examine word retention in bilinguals and monolinguals. Long-term word retention is an essential part of vocabulary learning. Previous studies have documented that bilinguals outperform monolinguals in terms of retrieving newly-exposed words. Yet, little is known about whether or to what extent bilinguals are different from monolinguals in word retention. Participants were 30 English-speaking monolingual adults and 30 bilingual adults who speak Spanish as a home language and learned English as a second language during childhood. In a previous study (Kan et al., 2014), the participants were exposed to the target novel words in English, Spanish, and Cantonese. In this current study, word retention was measured a week after the fast mapping task. No exposures were given during the one-week interval. Results showed that bilinguals and monolinguals retain a similar number of words. However, participants produced more words in English than in either Spanish or Cantonese. Correlation analyses revealed that language knowledge plays a role in the relationships between fast mapping and word retention. Specifically, within- and across-language relationships between bilinguals' fast mapping and word retention were found in Spanish and English, by contrast, within-language relationships between monolinguals' fast mapping and word retention were found in English and across-language relationships between their fast mapping and word retention performance in English and Cantonese. Similarly, bilinguals differed from monolinguals in the relationships among the word retention scores in three languages. Significant correlations were found among bilinguals' retention scores. However, no such correlations were found among monolinguals' retention scores. The overall findings suggest that bilinguals' language experience and language knowledge most likely contribute to how they learn and retain new words.

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Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English

Cao

Greer

2018

Analysis Verbal Behav

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The onset of the verbal behavior developmental cusp of bidirectional naming (BiN) in a second language makes it possible for monolingual English-speaking children to learn names of things in a second language incidentally. We conducted 2 experiments to identify why monolingual English-speaking children cannot demonstrate BiN in another language when they demonstrated BiN in their native language. In Experiment I, using a group design (n = 32 preschoolers), we identified Chinese speech sounds that monolingual English-speaking children with BiN in English for familiar stimuli could not echo. In Experiment II, using a multiple-probe design, we investigated if mastery of echoics with the speech sounds identified in Experiment I would result in BiN in Chinese with 6 participants from Experiment I. The dependent variable was untaught responses to the probe stimuli presented following the naming experience based on the echoic stimuli from Experiment I. The results showed that echoic training was functionally related to the establishment of BiN in the second language. It appeared that the emission of accurate echoics might be the key to second-language BiN and that emergent correspondence between producing and hearing that occurs with the mastery of the echoic responding may be the source of reinforcement. Keywords Naming . Bilingual naming . Verbal behavior developmental cusp . Fast mapping . Echoic training for naming . Familiar and nonfamiliar stimuli and naming How young children acquire language, especially words, has attracted researchers' interests in both cognitive psychology (Carey & Bartlett, 1978) and verbal behavior

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Effects of Speech Practice on Fast Mapping in Monolingual and Bilingual Speakers

Abstract: The findings suggest that speech practice, interacting with language experience, facilitates the processes for fast mapping.

Cited by 22 publications

References 63 publications

Consequences of late bilingualism for novel word learning: Evidence from Tamil–English bilingual speakers

Consequences of late bilingualism for novel word learning: Evidence from Tamil–English bilingual speakers

Novel word retention in bilingual and monolingual speakers

Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English

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