Bilingual and monolingual children attend to different cues when learning new words

Frontiers in Psychology

Volumn 3, Issue MAY, 2012, Pages

  Brojde, Chandra L ^a   Ahmed, Sabeen ^a   Colunga, Eliana ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

Bilingualism; Language development; Word learning

Indexed keywords

EID: 84867111986     PISSN: None     EISSN: 16641078     Source Type: Journal    
DOI: 10.3389/fpsyg.2012.00155     Document Type: Article

References (29)

1. Akhtar, N., Carpenter, M., and Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Dev. 67, 635-645.
2. Au, T., and Glusman, M. (1990). The principle of mutual exclusivity in word learning: to honor or not to honor? Child Dev. 61, 1474-1490.
3. Baldwin, D. A. (1993). Early referential understanding: infants' ability to recognize referential acts for what they are. Dev. Psychol. 29, 832-843.
4. Bialystok, E., Barac, R., Blaye, A., and Poulin-Dubois, D. (2010). Word mapping and executive functioning in young monolingual and bilingual children. J. Cogn. Dev. 11, 485-508.
5. Bialystok, E., and Martin, M. M. (2004). Attention and inhibition in bilingual children: evidence from the dimensional change card sort task. Dev. Sci. 7, 325-339.
6. Clark, E. V., and Grossman, J. B. (1998). Pragmatic directions and children's word learning. J. Child Lang. 25, 1-18.
7. Colunga, E., and Smith, L. B. (2005). From the lexicon to expectations about kinds: a role for associative learning. Psychol. Rev. 112, 347-382.
8. Colunga, E., Smith, L. B., and Gasser, M. (2009). Correlation versus prediction in children's word learning: cross-linguistic evidence and simulations. Lang. Cogn. 1-2, 197-217.
9. Cook, V., Benedetta, B., Chise, K., Miho, S., and Takahashi, J. (2006). Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English. Int. J. Billing. 10, 137-152.
10. Dale, P. S., and Fenson, L. (1996). Lexical development norms for young children. Behav. Res. Methods 28, 125-127.
11. Davidson, D., Jergovic, D., Imami, Z., and Theodos, V. (1997). Monolingual and bilingual children's use of the mutual exclusivity constraint. J. Child Lang. 24, 3-24.
12. Diesendruck, G. (2005). The principles of conventionality and contrast in word learning: an empirical examination. Dev. Psychol. 41, 451-463.
13. Grassmann, S., and Tomasello, M. (2010). Young children follow pointing over words in interpreting acts of reference. Dev. Sci. 13, 252-263.
14. Haryu, E., and Imai, E. (1999). Controlling the application of the mutual exclusivity assumption in the acquisition of lexical hierarchies. Jpn. Psychol. Res. 41, 21-34.
15. Haryu, E., and Imai, E. (2002). Reorganizing the lexicon by learning new words: Japanese children's interpretation of the meaning of a new word for a familiar artifact. Child Dev. 73, 1378-1391.
16. Houston-Price, C., Caloghiris, Z., and Raviglione, E. (2010). Language experience shapes the development of the mutual exclusivity bias. Infancy 15, 12-150.
17. Jaswal, V. K., and Hansen, M. B. (2006). Learning words: children disregard some pragmatic information that conflicts with mutual exclusivity. Dev. Sci. 9, 158-165.
18. Jones, S. S., and Smith, L. B., Landau, B. (1991). Object properties and knowledge in early lexical learning. Child Dev. 62, 499-516.
19. Kaushanskaya, M., and Marian, V. (2009). The bilingual advantage in novel word learning. Psychon. Bull. Rev. 16, 705-710.
20. Landau, B., Smith, L. B., and Jones, S. S. (1988). The importance of shape in early lexical learning. Cogn. Dev. 3, 299-321.
21. Merriman, W., and Kutlesic, V. (1993). Bilingual and monolingual children's use of two lexical acquisition heuristics. Appl. Psycholinguist. 14, 229-249.
22. Petitto, L. A., Katarelos, M., Levy, B. G., Gauna, K., Tetreault, K., and Ferraro, V. (2001). Bilingual signed and spoken language acquisition from birth: implications for the mechanisms underlying early bilingual language acquisition. J. Child Lang. 28, 453-496.
23. Rosenblum, T., and Pinker, S. A. (1983). Word magic revisited: monolingual and bilingual children's understanding of the word-object relationship. Child Dev. 54, 773-780.
24. Samuelson, L.K. (2002). Statistical regularities in vocabulary guide language acquisition in connectionist models and 15-20-month-olds. Dev. Psychol. 38, 1016-1037.
25. Smith, L. B. (2000). "Learning how to learn words: an associative crane," in Becoming a Word Learner: A Debate on Lexical Acquisition, eds R. M. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. B. Smith, A. M. Woodward, N. Akhtar, M. Tomasello, and G. Hollich (New York: Oxford University Press), 51-80.
26. Smith, L. B., Colunga, E., and Yoshida, H. (2010). Knowledge as process: contextually-cued attention and early word learning. Cogn. Sci. 34, 1287-1314.
27. Smith, L. B., Jones, S., Landau, B., Gershkoff-Stowe, L., and Samuelson, L. (2002). Object name learning provides on-the-job training for attention. Psychol. Sci. 13, 13-19.
28. Soja, N. N., Carey, S., and Spelke, E. S. (1991). Ontological categories guide young children's inductions of word meaning: object terms and substance terms. Cognition 38, 179-211.
29. Yoshida, H., and Smith, L. B. (2003). Shifting ontological boundaries: how Japaneseand English-speaking children generalize names for animals and artifacts. Dev. Sci. 6, 1-17.