双语
心理学
对偶(语法数字)
竞赛(生物学)
集合(抽象数据类型)
多语种神经科学
语言习得
词(群论)
语言学
语言发展
第一语言
语言迁移
理解法
计算机科学
发展心理学
语言教育
数学教育
生态学
哲学
生物
神经科学
程序设计语言
作者
Emma Libersky,Caitlyn Slawny,Margarita Kaushanskaya
标识
DOI:10.1016/j.jecp.2024.105953
摘要
This study investigated the role of dual- and single-language input in bilingual children's word learning. In Experiment 1, 26 Spanish–English bilingual children aged 4 and 5 years (9 girls; 73% Latino; 65% White) learned novel words in single- and dual-language conditions. In the single-language condition, children learned English-like labels for novel objects. In the dual-language condition, the same children learned Spanish- and English-like labels for a different set of objects; all labels were produced by the same bilingual speaker, creating competition between the two languages. A second group of bilingual children (N = 25; 14 girls; 72% Latino; 40% White) participated in Experiment 2, which tested whether tagging language by speaker in the dual-language condition (mimicking the one person–one language input strategy) would influence performance. In both experiments, participants learned novel English words above chance (ps < .05) in both conditions, with better performance in the single-language condition. These results indicate an advantage for single-language learning contexts, but the theoretical roots and the practical value of this advantage are unclear.
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