Lexical access in the second year: a study of monolingual and bilingual vocabulary development

Stephanie De Anda · Kristi Hendrickson · Pascal Zesiger · Diane Poulin‐Dubois · Margaret Friend

29 citations0/0 files storedBilingualism Language and Cognition

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Language Development and Disorders Reading and Literacy Development Neurobiology of Language and Bilingualism

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.

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References

1998Meaningful Differences in the Everyday Experience of Young American Children 1996Meaningful differences in the everyday experience of young American children 2012SES differences in language processing skill and vocabulary are evident at 18 months 1993Lexical Development in Bilingual Infants and Toddlers: Comparison to Monolingual Norms 1997The relation of input factors to lexical learning by bilingual infants 2010The Revised Hierarchical Model: A critical review and assessment 2006Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd year.2008Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood

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2020Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

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