Lexical processing and organization in bilingual first language acquisition: Guiding future research.

Anda, Stephanie De; Poulin‐Dubois, Diane; Zesiger, Pascal; Friend, Margaret

doi:10.1037/bul0000042

Cited by 36 publications

(30 citation statements)

References 87 publications

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“…These networks have sought to elaborate on certain intricacies such as nodal spreading activation (Ying 2017), network density (Wilks et al 2005) and unsupervised self-organizing patterns, which seek to replicate learning algorithms, such as Hebbian learning principles, which explain how repeated behavior leads to strengthened connections in memory (Zhao and Li 2010). For more information on the variety of connectionist networks employed by the mainstream literature, see DeAnda et al (2016). One principle element of a connectionist network is the mathematical or computational consequences of the network's internal structure in the exploration of governing patterns within the mental lexicon (Wilks and Meara 2002).…”

Section: Connectionist Networkmentioning

confidence: 99%

Organizational and Formational Structures of Networks in the Mental Lexicon: A State-Of-The-Art through Systematic Review

McCarthy

Miralpeix

2019

Languages

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This state-of-the-art presents a systematic exploration on the use of network patterns in global research efforts to understand, organize and represent the mental lexicon. Results have shown an increase over recent years in the usage of complex, small-world and scale-free network patterns within the literature. With the increasing complexity of network patterns, we see more potential in the inter-disciplinary exploration of the mental lexicon through universal and mathematically-describable, behavioral patterns in small-world and scale-free networks. A systematic review of 36 items of methodologically-selected literature serve as a means to explore how the greater literary body understands network structures within the mental lexicon. Network-based approaches are discriminated between three contrasting varieties. These include: ‘simple networks’, characterized by arbitrarily organized graph patterns of metaphorical importance; ‘connectionist networks’, a broad category of networks which explore the structural features of a system through the analysis of emergent properties; and lastly ‘complex networks’, distinguished as small-world, scale-free networks which follow a strict and mathematically-describable structure in agreement with the Barabási–Albert model. Each network approach is explored in terms of their discernible differences which relate to their parameters and affect their implications. A final evaluation of observed patterns within the selected literature is offered, as well as an elaboration on the sense of trajectory beheld in the research in order to offer insight and orientation for future research.

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Section: Connectionist Networkmentioning

confidence: 99%

Organizational and Formational Structures of Networks in the Mental Lexicon: A State-Of-The-Art through Systematic Review

McCarthy

Miralpeix

2019

Languages

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“…Much less is known about the development of bilingual children's semantic system (DeAnda, Poulin-Dubois, Zesiger, & Friend, 2016). There are some similarities between bilinguals and monolinguals that could suggest that they develop semantic networks in a similar time frame.…”

Section: Bilingual Language Developmentmentioning

confidence: 99%

Labels or Concepts? The Development of Semantic Networks in Bilingual Two‐Year‐Olds

Jardak¹,

Byers‐Heinlein²

2018

Child Development

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The adult lexicon links concepts and labels with related meanings (e.g., dog-cat). How do children's encounters with concepts versus labels contribute to semantic development? Three studies investigated semantic priming in 40 monolinguals and 32 bilinguals, who have similar experience with concepts but different experience with labels (i.e., monolinguals hear "dog," bilinguals hear "dog" and "chien"). Similarities in performance across monolinguals and bilinguals at age 24 months, as well as across bilinguals' two languages at age 30 months, support the position that encounters with concepts contribute more to early semantic development than encounters with labels. Findings also suggest that the effects of semantic priming are challenging to observe at 24 months but are strong in bilinguals by age 30 months.

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“…More convincing however is non-selective lexical access in comprehension, that is, the fact that speech presented in one language activates word recognition in the two languages, as demonstrated in adults (e.g., Dijkstra, 2005), and observed at least as young as from three years of age (e.g., Poulin-Dubois, Bialystok, Blaye, Polonia, & Yott, 2013;Von Holzen & Mani, 2012; see the review by DeAnda, Poulin-Dubois, Zesiger, & Friend, 2016). However, even if there were an initial separation of lexicons, bilinguals would still demonstrate language-specific differences from the parallel learning of two language systems.…”

Section: Study 1: Understanding the Role Of Linguistic Distance In Bimentioning

confidence: 99%

I: Introduction

Floccia¹,

Sambrook²,

Luche³

et al. 2018

Monographs Society Res Child

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The majority of the world's children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish, and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child's two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals' acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.Corresponding author: Caroline Floccia, School of Psychology, University of Plymouth, Drake Circus, Plymouth PL4 8AA, UK, email: caroline.floccia@plymouth.ac.uk DOI: 10.1111/mono.12348 # 2018 The Society for Research in Child Development, Inc. 7Parents eagerly await the moment their 1-year-old infant produces their first word, and professionals working with young children track the appearance of the two-word combination stage at around age 2. To developmental psycholinguists, these two milestones in healthy language acquisition are supported by an impressive range of achievements, from the attuning of perceptual abilities (Werker, Yeung, & Yoshida, 2012), the development of word segmentation skills (Bergmann & Cristia, 2016), and the retrieval of word meaning (Stevens, Gleitman, Trueswell, & Yang, 2017), to the discovery of syntactic, morphological, and conversational rules (Gleason & Ratner, 2017; Hoff, 2013). The co...

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Lexical processing and organization in bilingual first language acquisition: Guiding future research.

Cited by 36 publications

References 87 publications

Organizational and Formational Structures of Networks in the Mental Lexicon: A State-Of-The-Art through Systematic Review

Organizational and Formational Structures of Networks in the Mental Lexicon: A State-Of-The-Art through Systematic Review

Labels or Concepts? The Development of Semantic Networks in Bilingual Two‐Year‐Olds

I: Introduction

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