Grammatical gender in spoken word recognition in school-age Spanish monolingual and Spanish–English bilingual children
Alisa Baron,
Katrina Connell,
Daniel Kleinman
et al.
Abstract:This study examined grammatical gender processing in school-aged children with varying levels of cumulative English exposure. Children participated in a visual world paradigm with a four-picture display where they heard a gendered article followed by a target noun and were in the context where all images were the same gender (same gender), where all of the distractor images were the opposite gender than the target noun (different gender), and where all of the distractor images were the opposite gender, but the… Show more
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