The role of bilingualism in paired-associate and cross-situational word learning.
The role of bilingualism in paired-associate and cross-situational word learning.
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双语在配对联想和跨情境单词学习中的作用。
DOI：
10.1017/s1366728923000524
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发表时间：
2024
期刊：
影响因子：
--
通讯作者：
Kaushanskaya,Margarita
中科院分区：
文献类型：
--
作者：
Neveu,Anne;Kaushanskaya,Margarita
In adulthood, novel words are commonly encountered in the context of sequential language learning, and to a lesser extent, when learning a new word in one's native language. Paired-associate (PAL) and cross-situational word learning (CSWL) paradigms have been studied separately, under distinct theoretical umbrellas, limiting the understanding of the mechanisms underlying the learning process in each. We tested 126 monolinguals and 111 bilinguals on PAL and CSWL, manipulating familiarity and measuring verbal working memory. Results revealed highly similar learning performance across groups, both demonstrating better performance in PAL than in CSWL, similar sensitivity to familiarity, and similar reliance on phonological working memory. We observed a trend such that bilinguals outperformed monolinguals in PAL but not in CSWL, but this trend was weak. Findings indicate limited effects of bilingualism on word learning in adulthood and suggest highly similar word learning mechanisms in learners with different linguistic experiences.
