Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development

Stephanie DeAnda; Kristi Hendrickson; Pascal Zesiger; Diane Poulin-Dubois; Margaret Friend

doi:10.1017/S1366728917000220

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Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development

Journal article

Peer reviewed

Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development

Stephanie DeAnda, Kristi Hendrickson, Pascal Zesiger, Diane Poulin-Dubois and Margaret Friend

Bilingualism (Cambridge, England), Vol.21(2), pp.314-327

03/2018

DOI: 10.1017/S1366728917000220

PMCID: PMC5931724

PMID: 29731683

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Abstract

It is well established that vocabulary size is related to efficiency in auditory processing, such that children with larger vocabularies recognize words faster than children with smaller vocabularies. The present study evaluates whether this relation is specific to the language being assessed, or related to general language or cognitive processes. Speed of word processing was measured longitudinally in Spanish- and English-learning monolinguals and bilinguals at 16 and 22 months of age. Speed of processing in bilinguals was similar to monolinguals, suggesting that the number of languages to which children are exposed does not influence word recognition. Further, cross-language associations in bilinguals suggest that the dominant language supports processing in the non-dominant language. These cross-language associations are consistent with general language and cognitive efficiency accounts in which the relation between word processing and knowledge relies on experience within a language as well as on general and cognitive properties of language learning.

Vocabulary

Toddlers

Lexical Access

Bilinguals

Details

Title: Subtitle: Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development
Creators: Stephanie DeAnda - San Diego State University & University of California, San Diego
Kristi Hendrickson - University of Iowa
Pascal Zesiger - University of Geneva
Diane Poulin-Dubois - Concordia University
Margaret Friend - San Diego State University
Resource Type: Journal article
Publication Details: Bilingualism (Cambridge, England), Vol.21(2), pp.314-327
DOI: 10.1017/S1366728917000220
PMID: 29731683
PMCID: PMC5931724
NLM abbreviation: Biling (Camb Engl)
ISSN: 1366-7289
eISSN: 1469-1841
Publisher: Cambridge University Press (CUP)
Language: English
Date published: 03/2018
Academic Unit: Communication Sciences and Disorders; Center for Social Science Innovation
Record Identifier: 9984002491402771

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