| Title: |
Bridging Ears and Eyes When Learning Spoken Words: On the Effects of Bilingual Experience at 30 Months |
| Language: |
English |
| Authors: |
Havy, Mélanie; Zesiger, Pascal E. |
| Source: |
Developmental Science. Jan 2021 24(1). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Infants; Bilingualism; Language Acquisition; Auditory Perception; Visual Perception; Vocabulary Development; Word Recognition; Perception Tests; Visual Learning; Aural Learning |
| DOI: |
10.1111/desc.13002 |
| ISSN: |
1467-7687 |
| Abstract: |
From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross-modal word-learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning ('same modality' condition: auditory test after auditory learning, visual test after visual learning) or in the other modality ('cross-modality' condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross-modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross-modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross-modal representation of visually learned words. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1278468 |
| Database: |
ERIC |