Lexical-semantic organization in bilingual children: Evidence from a repeated word association task

Journal of Speech, Language, and Hearing Research

Volumn 49, Issue 3, 2006, Pages 572-587

  Sheng, Li ^a   McGregor, Karla K ^b   Marian, Viorica ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

^b UNIVERSITY OF IOWA   (United States)

Author keywords

Bilingual; Lexical semantic organization; Syntagmatic paradigmatic shift; Word association

Indexed keywords

ARTICLE; CHILD; CONTROLLED STUDY; CORRELATIONAL STUDY; EVIDENCE BASED MEDICINE; FEMALE; HUMAN; HUMAN EXPERIMENT; LANGUAGE ABILITY; MALE; PERSONALITY TEST;

ANALYSIS OF VARIANCE; BRAIN; CASE-CONTROL STUDIES; CHILD; CHILD, PRESCHOOL; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; MALE; MULTILINGUALISM; SEMANTICS; VOCABULARY; WORD ASSOCIATION TESTS;

EID: 34248704885     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2006/041)     Document Type: Article

References (51)

1. Battig, W. F., & Montague, W. E. (1969). Category norms for verbal items in 56 categories: A replication and extension of the Connecticut category norms. Journal of Experimental Psychology Monographs, 80(3, Pt. 2).
2. Beijing Language Institute. (1986). Xiandan hanyu pinlu cidian [Modern Mandarin frequency dictionary]. Beijing, China: Beijing Language Institute Press.
3. Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitive development. Child Development, 48, 1009-1018.
4. Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24, 560-567.
5. Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press.
6. Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27-44.
7. Carroll, J. B., & White, M. N. (1973). Word frequency and age of acquisition as determiners of picture-naming latency. Quarterly Journal of Experimental Psychology, 23, 85-95
8. Cole, M. (1990). Cognitive development and formal schooling: The evidence from cross-cultural research. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 89-110). Cambridge, England: Cambridge University Press.
9. Corsale, K., & Ornstein, P. A. (1980). Developmental changes in children's use of semantic information in recall. Journal of Experimental Child Psychology, 30, 231-245.
10. Cronin, V. S. (2002). The syntagmatic-paradigmatic shift and reading development. Journal of Child Language, 29, 189-204.
11. Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of Cross-Cultural Psychology, 9, 131-149.
12. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-251.
13. Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education.
14. De Groot, A. M. B. (1992). Bilingual lexical representation: A closer look at conceptual representations. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology and meaning (pp. 389-412). Amsterdam: Elsevier.
15. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test - Third Edition. Circle Pines, MN: AGS.
16. Elbers, L., & van Loon-Vervoorn, A. (1998). Acquiring the lexicon. An offprint from S. Gillis & A. De Houwer (Eds.), The acquisition of Dutch. Amsterdam: John Benjamins.
17. Entwisle, D. (1966). Word associations of young children. Baltimore: Johns Hopkins University Press.
18. Fenson, L., Dale, P. S., Reznick, S., Thal, D., Bates, E., Hartung, J. P., et al. (1993). MacArthur Communicative Development Inventories. San Diego, CA: Singular.
19. Gentner, D., & Boroditsky, L. (2001). Individuation, relativity and early word learning. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development (pp. 215-256). Cambridge, England: Cambridge University Press.
20. Greenfield, P. M. (1997). You can't take it with you. American Psychologist, 52, 1115-1124.
21. Gutiérrez-Clellen, V. F., & Kreiter, J. (2003). Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics, 24, 267-288.
22. Heidenheimer, P. (1975). The strategy of negation and the learning of antonymic relations. Developmental Psychology, 11, 757-762.
23. Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21, 303-317.
24. Ianco-Worrall, A. (1972). Bilingualism and cognitive development. Child Development, 43, 1390-1400.
25. Kaufman, A. S., & Kaufman, N. L. (1990). The Kaufman Brief Intelligence Test. Circle Pines, MN: AGS.
26. Kohnert, K., & Windsor, J. (2004). The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47, 891-903.
27. Lambert, W. E., & Tucker, G. R. (1972). Bilingual education of children: The St. Lambert experiment. Rowley, MA: Newbury House.
28. Levey, S., & Cruz, D. (2003). The first words produced by children in bilingual English/Mandarin Chinese environments. Communication Disorders Quarterly, 24, 129-136.
29. Li, C., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. Berkeley: University of California Press.
30. Lin, L., & Johnson, C. (2003, November). Performance of Taiwanese monolingual and bilingual preschoolers on the PPVT. Poster presented at the annual convention of the American Speech, Language, and Hearing Association, Chicago.
31. Lindholm, K. (1980). Bilingual children: Some interpretations of cognitive and linguistic development. In K. Nelson (Ed.), Children's language (Vol. 2, pp. 215-266). New York: Gardner Press.
32. Lippman, M. Z. (1971). Correlates of contrast word associations: Developmental trends. Journal of Verbal Learning and Verbal Behavior, 10, 392-399.
33. Lu, L., & Liu, H. (1998). XiuDing BiPaoDe TuHua CiHui CeYan [Revised Peabody Picture Vocabulary Test: Mandarin Chinese Version]. Taipei, Taiwan: Xin Li.
34. McCauley, C., Weil, C. M., & Sperber, R. D. (1976). The development of memory structure as reflected by semantic-priming effects. Journal of Experimental Child Psychology, 22, 511-518.
35. Miller, G. A., & Fellbaum, C. (1991). Semantic networks of English. Cognition, 41, 197-229.
36. Nelson, K. (1977). The syntagmatic-paradigmatic shift revisited: A review of research and theory. Psychological Bulletin, 84, 93-116.
37. Nelson, K., & Nelson, A. P. (1990). Category production in response to script and category cues by kindergarten and second-grade children. Journal of Applied Developmental Psychology, 11, 431-446.
38. Oller, D. K., Eilers, R. E., Urbano, R., & Cobo-Lewis, A. B. (1997). Development of precursors to speech in infants exposed to two languages. Journal of Child Language, 24, 407-425.
39. Ordóñez, C. L., Carlo, M. S., Snow, C. E., & McLaughlin, B. (2002). Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer? Journal of Educational Psychology, 94, 719-728.
40. Peña, E. D., Bedore, L. M., & Rappazzo, C. (2003). Comparison of Spanish, English, and bilingual children's performance across semantic tasks. Language, Speech, and Hearing Services in Schools, 34, 5-16.
41. Peña, E. D., Bedore, L. M., & Zlatic-Giunta, R. (2002). Category-generation performance of bilingual children: The influence of condition, category, and language. Journal of Speech, Language, and Hearing Research, 45, 938-947.
42. Ricciardelli, L. A. (1992). Bilingualism and cognitive development in relation to threshold theory. Journal of Psycholinguistic Research, 21, 301-316.
43. Snodgrass, J. G., & Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity, and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174-215.
44. Tardif, T. (1996). Nouns are not always learned before verbs: Evidence from Mandarin speakers' early vocabularies. Developmental Psychology, 32, 492-504.
45. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
46. Walsh, M., Richardson, D., & Faulkner, D. (1993). Perceptual, thematic and taxonomic relations in children's mental representations: Responses to triads. European Journal of Psychology of Education, 8, 85-102.
47. Waxman, S., & Gelman, R. (1986). Preschoolers' use of superordinate relations in classification and language. Cognitive Development, 1, 139-156.
48. Waxman, S., & Namy, L. L. (1997). Challenging the notion of a thematic preference in young children. Developmental Psychology, 33, 555-567.
49. Windsor, J., & Kohnert, K. (2004). The search for common ground: Part I. Lexical performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47, 877-890.
50. Yu, Y., & Nelson, K. (1993). Slot-filler and conventional organization in young Korean children. International Journal of Behavioral Development, 63, 1-14.
51. Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator's word frequency guide. Brewster, NY: Touchstone Applied Science Associated.