Language differentiation in bilingual infants

双语婴儿的语言分化

• 批准号: RGPIN-2018-04390
• 负责人: ByersHeinlein, Krista
• 金额: $ 2.4万
• 依托单位: Concordia University
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2018
• 资助国家: 加拿大
• 起止时间: 2018-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=646638
• 关键词: Language; differentiation; bilingual; infants

* * 0* 0* 1* 436* 2487* Concordia University* 20* 5* 2918* 14.0* * * * 96* *** * Normal* 0* * * * * false* false* false* * EN-US* X-NONE* X-NONE* * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *** **** /* Style Definitions */*table.MsoNormalTable* {mso-style-name:"Table Normal";* mso-tstyle-rowband-size:0;* mso-tstyle-colband-size:0;* mso-style-noshow:yes;* mso-style-priority:99;* mso-style-parent:"";* mso-padding-alt:0cm 5.4pt 0cm 5.4pt;* mso-para-margin:0cm;* mso-para-margin-bottom:.0001pt;* mso-pagination:widow-orphan;* font-size:12.0pt;* font-family:Calibri;* mso-ascii-font-family:Calibri;* mso-ascii-theme-font:minor-latin;* mso-hansi-font-family:Calibri;* mso-hansi-theme-font:minor-latin;* mso-ansi-language:EN-US;}****One of the most enduring questions in the field of bilingualism is whether bilingual infants initially have one language system or two. The ability for bilinguals to separate their languages and learn each as a distinct system, rather than an amalgam of the two, is fundamental to successfully acquiring two languages. Historically, the field has viewed language separation as an all-or-none phenomenon, with evidence for early perceptual discrimination of the languages (i.e., that bilingual newborns can discriminate sentences of different languages) taken as evidence for language separation across all domains of language (i.e., assuming that infants can apply perceptual information distinguishing the languages to a variety of language learning tasks). This grant tests an innovative proposal – The Gradual Language Separation Hypothesis – that bilingual language separation occurs gradually across the first years of life, as infants become increasingly able to apply their perceptual sensitivities to different aspects of language processing.******To test this overarching hypothesis, four sets of looking-time studies testing French-English simultaneous bilingual infants aged 5- to 24-months are proposed. Experimental tasks will test language separation by determining whether infants can modulate their encoding and processing according to which language is heard. Study Set 1 will test whether 5- and 12-month-old infants can categorize speech as being English or French, by testing whether they can associate each language with a different speaker. This also provides, for the first time, a direct experimental test of the assumptions of the one-person-one-language approach to raising bilingual children. Study Set 2 will determine whether novel word learning in 12- and 20-month-olds is affected by the consistency between the language spoken and the phonological properties of the novel word. Study Set 3 will test whether 18- and 24-month-old infants' use of phonetic categories depends on which language is spoken. Study Set 4 will pinpoint links between language separation, language outcomes, and observed bilingual advantages in cognitive control.****** Two general predictions follow from the Gradual Language Separation Hypothesis. First, within an experimental task, older infants will be better than younger infants at modulating their responses according to the language being heard. Second, across tasks, language separation will develop on different timeframes at the sentence, word, and phoneme levels. If the Gradual Language Separation Hypothesis is supported, theories of bilingual language acquisition – and by extension the direction of the field – will need to fundamentally change. This research also has larger implic

**0*0*1*436*2487*协和大学*20*5*2918*14.0***96***正常*0***FALSE**EN-US*X-NONE*X-NONE******/**样式定义*/*表。MsoNormal表*{mso-style-name：“表正常”；*mso-tstyle-rowband-size：0；*mso-tstyle-colband-size：0；*mso-style-noshow：yes；*mso-style-first：99；*mso-style-parent：“”；*mso-pAddding-alt：0 cm 5.4pt 0 cm 5.4pt；*mso-para-mark：0 cm；*mso-para-edge-Bottom：.0001pt；*mso-Page：Wow-Orban；*Font-Size：12.0pt；*Font-Family：CALIBRI；*mso-ascii-FONT-Family：CALIBRI；*mso-ascii-主题-FONT：Minor-拉丁语；*mso-hansi-FONT-Family：Calibri；*mso-hansi-heme-FONT：Minor-拉丁语；*mso-ansi-Language：EN-US；}*双语领域最持久的问题之一是，双语婴儿最初只有一种语言系统还是两种语言系统。双语者能够将他们的语言分开，并将每一种语言作为一个不同的系统来学习，而不是两种语言的融合，这是成功获得两种语言的基础。在历史上，该领域将语言分离视为一种要么全有要么全无的现象，早期对语言的知觉歧视的证据(即双语新生儿可以区分不同语言的句子)被视为语言分离的证据(即假设婴儿可以将区分语言的感知信息应用于各种语言学习任务)。这项拨款测试了一项创新的假设--逐渐的语言分离假说--双语语言分离在婴儿出生后的头几年里逐渐发生，因为婴儿越来越有能力将他们的感知敏感度应用于语言处理的不同方面。*为了验证这一重要假说，我们提出了四组观察时间研究，测试5到24个月大的法语和英语同步双语婴儿。实验任务将通过确定婴儿是否可以根据听到的语言来调整他们的编码和处理来测试语言分离。研究1将测试5个月和12个月大的婴儿是否能将语言归类为英语或法语，测试他们是否能将每种语言与不同的说话者联系起来。这也是第一次对一人一语养育双语儿童的假设进行了直接的实验测试。研究二将确定12个月和20个月大的儿童的新词学习是否受到口语和新词的语音特性之间的一致性的影响。研究组3将测试18个月和24个月大的婴儿对语音类别的使用是否取决于所说的语言。研究集4将明确语言分离、语言结果和观察到的双语在认知控制方面的优势之间的联系。*根据逐渐语言分离假说得出的两个一般预测。首先，在一项实验任务中，年龄较大的婴儿会比年龄较小的婴儿更善于根据所听到的语言来调整他们的反应。其次，在不同的任务中，语言分离将在句子、单词和音素层面上在不同的时间框架内发展。如果语言逐渐分离假说得到支持，双语习得理论--进而也就是该领域的发展方向--将需要发生根本性的改变。这项研究也有更大的含意