Language exposure and online processing efficiency in bilingual development

Grüter, Theres; Hurtado, Nereyda; Marchman, Virginia A.; Fernald, Anne

doi:10.1075/tilar.13.02gru

Cited by 29 publications

(26 citation statements)

References 27 publications

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“…Thus, for bilingual children, both the overall balance of exposure to each language and the absolute amount of speech provided by caregivers will be sources of variation in the total number of Spanish and English words available in the environment (Grüter, Hurtado, Marchman & Fernald, 2014). However, bilingual children who have the same overall balance of exposure may vary in terms of the amounts of child-directed speech that they hear in each of their languages.…”

Section: From Reported To Observed Measures Of Language Exposure In Bmentioning

confidence: 99%

Caregiver talk to young Spanish‐English bilinguals: comparing direct observation and parent‐report measures of dual‐language exposure

Marchman

Martínez

Hurtado

et al. 2016

Developmental Science

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162

102

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In research on language development by bilingual children, the early language environment is commonly characterized in terms of the relative amount of exposure a child gets to each language based on parent report. Little is known about how absolute measures of child-directed speech in two languages relate to language growth. In this study of 3-year-old Spanish-English bilinguals (n = 18), traditional parent-report estimates of exposure were compared to measures of the number of Spanish and English words children heard during naturalistic audio recordings. While the two estimates were moderately correlated, observed numbers of child-directed words were more consistently predictive of children's processing speed and standardized test performance, even when controlling for reported proportion of exposure. These findings highlight the importance of caregiver engagement in bilingual children's language outcomes in both of the languages they are learning.

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Section: From Reported To Observed Measures Of Language Exposure In Bmentioning

confidence: 99%

Caregiver talk to young Spanish‐English bilinguals: comparing direct observation and parent‐report measures of dual‐language exposure

Marchman

Martínez

Hurtado

et al. 2016

Developmental Science

Self Cite

162

102

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“…As with all forms of selfreport, there is a risk of reporting bias in using the LEAT. Highlighting this point, preliminary research by Grüter et al (2014) has shown that parental reports of exposure do not correlate with a home language sample during a single, typical day. It is important to note that this finding is based on a small sample of 10 children between the ages of 36 and 40 months.…”

Section: Limitationsmentioning

confidence: 99%

“…In the case of young toddlers, we expected that relative language exposure would predict scores on our vocabulary measures (David & Wei, 2008;Eilers et al, 2006;Hoff et al, 2012;Pearson et al, 1997;Poulin-Dubois et al, 2013). According to Grüter et al (2014), analyses between exposure and language outcomes should be conducted in the same terms (either absolute or relative). For example, Hurtado et al (2014) demonstrated a strengthened correlation between exposure and proficiency in Spanish-and English-speaking 30-and 36-month-olds when both measures were assessed in relative terms (e.g., relative exposure and first language [L1]: second language [L2] ratios).…”

Section: Planned Analysesmentioning

confidence: 99%

The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children

Anda

Bosch

Poulin‐Dubois

et al. 2016

J Speech Lang Hear Res

118

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Purpose: The aim of this study was to develop the Language Exposure Assessment Tool (LEAT) and to examine its cross-linguistic validity, reliability, and utility. The LEAT is a computerized interview-style assessment that requests parents to estimate language exposure. The LEAT yields an automatic calculation of relative language exposure and captures qualitative aspects of early language experience. Method: Relative language exposure as reported on the LEAT and vocabulary size at 17 months of age were measured in a group of bilingual language learners with varying levels of exposure to French and English or Spanish and English.Results: The LEAT demonstrates high internal consistency and criterion validity. In addition, the LEAT's calculation of relative language exposure explains variability in vocabulary size above a single overall parent estimate. Conclusions: The LEAT is a valid and efficient tool for characterizing early language experience across cultural settings and levels of language exposure. The LEAT could be a useful tool in clinical contexts to aid in determining whether assessment and intervention should be conducted in one or more languages.

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“…When L2 speakers encounter an unanticipated word or morpheme rather than an anticipated one, one can expect an error signal that will subsequently serve to slightly inhibit the anticipated form in favor of the encountered form when the same message in context is required next. However, L2 speakers appear to be less likely than L1 speakers to predict upcoming forms, even when they demonstrate knowledge of the forms during production and in offline tasks (Grüter, Hurtado, Marchman, & Fernald, ; Ito, Martin, & Nieuwland, ; Kaan, ; Kaan, Dallas, & Wijnen, ; Kaan, Kirkham, & Wijnen, ; Lew‐Williams & Fernald, ; Martin et al., ), perhaps due to greater cognitive load from increased self‐monitoring (Levelt, ) or the need to inhibit their L1 (Green, ). To the extent that L2 speakers are less likely to predict upcoming grammatical choices, they will have less opportunity to learn from predictions that are subsequently falsified by the speech that they encounter.…”

Section: Discussionmentioning

confidence: 99%

Reduced Competition Effects and Noisier Representations in a Second Language

Tachihara

Goldberg

2019

Language Learning

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Native speakers strongly disprefer novel formulations when a conventional alternative expresses the same intended message, presumably because the more conventional form competes with the novel form. In five studies, second language (L2) speakers were less influenced by competing alternatives than native speakers. L2 speakers accepted novel interpretable sentences more readily than native speakers, and were somewhat less likely to offer competing alternatives as paraphrases or to prefer competing alternatives in forced‐choice tasks. They were unaffected by exposure to competing alternatives immediately before judgments. Reduced sensitivity to competing alternatives was confirmed by L2 speakers’ greater divergence from native speakers on judgments for novel formulations compared to familiar ones. Reduced sensitivity to competing alternatives also predicts noisier linguistic representations; consistent with this, L2 speakers performed worse on a verbatim recognition task, with performance correlating with more nativelike judgments. Proficiency was a modest predictor of judgments, but transfer effects were not. Open Practices This article has been awarded a Preregistered Research Design badge. Preregistration for this study's research design and analyses is publicly accessible through AsPredicted.org. Direct links to the five preregistered experiments are available in the Supporting Information file. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Language exposure and online processing efficiency in bilingual development

Cited by 29 publications

References 27 publications

Caregiver talk to young Spanish‐English bilinguals: comparing direct observation and parent‐report measures of dual‐language exposure

Caregiver talk to young Spanish‐English bilinguals: comparing direct observation and parent‐report measures of dual‐language exposure

The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children

Reduced Competition Effects and Noisier Representations in a Second Language

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