Semantic facilitation in bilingual first language acquisition
Semantic facilitation in bilingual first language acquisition
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DOI：
10.1016/j.cognition.2015.03.013
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发表时间：
2015-07-01
期刊：
影响因子：
3.4
通讯作者：
Hills, Thomas T.
中科院分区：
文献类型：
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作者：
Bilson, Samuel;Yoshida, Hanako;Hills, Thomas T.
双语第一语言学习者面临着独特的挑战，可能会影响相对于单语者早期单词学习的速度和顺序。对435名6个月至7岁的儿童（其中181名是双语英语学习者）的生产性词汇进行比较发现，单语者学习英语单词和所有语言概念的速度都比双语者快。然而，双语者表现出增强以前在单语者中发现的效果，即学习具有更多联想线索的单词的偏好。虽然单语者和双语者最适合一个类似的单词学习模型，语义网络结构和增长表明，这两组学习英语单词的顺序不同。此外，与两个单语者在一个头脑中的模型相比，双语者过度生产翻译等价物。我们的研究结果支持双语第一语言习得的紧急帐户，在一种语言中学习一个单词有助于其在第二语言中的习得。(C)2015 Elsevier B.V.版权所有。
Bilingual first language learners face unique challenges that may influence the rate and order of early word learning relative to monolinguals. A comparison of the productive vocabularies of 435 children between the ages of 6 months and 7 years-181 of which were bilingual English learners found that monolinguals learned both English words and all-language concepts faster than bilinguals. However, bilinguals showed an enhancement of an effect previously found in monolinguals the preference for learning words with more associative cues. Though both monolinguals and bilinguals were best fit by a similar model of word learning, semantic network structure and growth indicated that the two groups were learning English words in a different order. Further, in comparison with a model of two-monolinguals-in-one-mind, bilinguals overproduced translational equivalents. Our results support an emergent account of bilingual first language acquisition, where learning a word in one language facilitates its acquisition in a second language. (C) 2015 Elsevier B.V. All rights reserved.