Factors that influence fast mapping in children exposed to Spanish and English

Mary Alt, Christina Meyers, Cecilia Figueroa

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Purpose: The purpose of this study was to determine whether children exposed to 2 languages would benefit from the phonotactic probability cues of a single language in the same way as monolingual peers and to determine whether crosslinguistic influence would be present in a fast-mapping task. Method: Two groups of typically developing children (monolingual English and bilingual Spanish-English) took part in a computer-based fast-mapping task that manipulated phonotactic probability. Children were preschool-aged (N = 50) or school-aged (N = 34). Fast mapping was assessed through name-identification and naming tasks. Data were analyzed using mixed analyses of variance with post hoc testing and simple regression. Results: Bilingual and monolingual preschoolers showed sensitivity to English phonotactic cues in both tasks, but bilingual preschoolers were less accurate than monolingual peers in the naming task. School-aged bilingual children had nearly identical performance to monolingual peers. Conclusion: Knowing that children exposed to two languages can benefit from the statistical cues of a single language can help inform ideas about instruction and assessment for bilingual learners.

Original languageEnglish (US)
Pages (from-to)1237-1248
Number of pages12
JournalJournal of Speech, Language, and Hearing Research
Volume56
Issue number4
DOIs
StatePublished - Aug 2013

Fingerprint

Language
Cues
language
Preschool Children
preschool child
school
Names
Analysis of Variance
instruction
regression
Fast Mapping
performance
Group
Peers
Preschoolers
Phonotactic Probability
Naming Task

Keywords

  • Bilingual
  • Children
  • Phonotactic probability
  • Word learning

ASJC Scopus subject areas

  • Speech and Hearing
  • Language and Linguistics
  • Linguistics and Language
  • Medicine(all)

Cite this

Factors that influence fast mapping in children exposed to Spanish and English. / Alt, Mary; Meyers, Christina; Figueroa, Cecilia.

In: Journal of Speech, Language, and Hearing Research, Vol. 56, No. 4, 08.2013, p. 1237-1248.

Research output: Contribution to journalArticle

@article{27d6c06760124ab2b0cc243b29e84dad,
title = "Factors that influence fast mapping in children exposed to Spanish and English",
abstract = "Purpose: The purpose of this study was to determine whether children exposed to 2 languages would benefit from the phonotactic probability cues of a single language in the same way as monolingual peers and to determine whether crosslinguistic influence would be present in a fast-mapping task. Method: Two groups of typically developing children (monolingual English and bilingual Spanish-English) took part in a computer-based fast-mapping task that manipulated phonotactic probability. Children were preschool-aged (N = 50) or school-aged (N = 34). Fast mapping was assessed through name-identification and naming tasks. Data were analyzed using mixed analyses of variance with post hoc testing and simple regression. Results: Bilingual and monolingual preschoolers showed sensitivity to English phonotactic cues in both tasks, but bilingual preschoolers were less accurate than monolingual peers in the naming task. School-aged bilingual children had nearly identical performance to monolingual peers. Conclusion: Knowing that children exposed to two languages can benefit from the statistical cues of a single language can help inform ideas about instruction and assessment for bilingual learners.",
keywords = "Bilingual, Children, Phonotactic probability, Word learning",
author = "Mary Alt and Christina Meyers and Cecilia Figueroa",
year = "2013",
month = "8",
doi = "10.1044/1092-4388(2012/11-0092)",
language = "English (US)",
volume = "56",
pages = "1237--1248",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "4",

}

TY - JOUR

T1 - Factors that influence fast mapping in children exposed to Spanish and English

AU - Alt, Mary

AU - Meyers, Christina

AU - Figueroa, Cecilia

PY - 2013/8

Y1 - 2013/8

N2 - Purpose: The purpose of this study was to determine whether children exposed to 2 languages would benefit from the phonotactic probability cues of a single language in the same way as monolingual peers and to determine whether crosslinguistic influence would be present in a fast-mapping task. Method: Two groups of typically developing children (monolingual English and bilingual Spanish-English) took part in a computer-based fast-mapping task that manipulated phonotactic probability. Children were preschool-aged (N = 50) or school-aged (N = 34). Fast mapping was assessed through name-identification and naming tasks. Data were analyzed using mixed analyses of variance with post hoc testing and simple regression. Results: Bilingual and monolingual preschoolers showed sensitivity to English phonotactic cues in both tasks, but bilingual preschoolers were less accurate than monolingual peers in the naming task. School-aged bilingual children had nearly identical performance to monolingual peers. Conclusion: Knowing that children exposed to two languages can benefit from the statistical cues of a single language can help inform ideas about instruction and assessment for bilingual learners.

AB - Purpose: The purpose of this study was to determine whether children exposed to 2 languages would benefit from the phonotactic probability cues of a single language in the same way as monolingual peers and to determine whether crosslinguistic influence would be present in a fast-mapping task. Method: Two groups of typically developing children (monolingual English and bilingual Spanish-English) took part in a computer-based fast-mapping task that manipulated phonotactic probability. Children were preschool-aged (N = 50) or school-aged (N = 34). Fast mapping was assessed through name-identification and naming tasks. Data were analyzed using mixed analyses of variance with post hoc testing and simple regression. Results: Bilingual and monolingual preschoolers showed sensitivity to English phonotactic cues in both tasks, but bilingual preschoolers were less accurate than monolingual peers in the naming task. School-aged bilingual children had nearly identical performance to monolingual peers. Conclusion: Knowing that children exposed to two languages can benefit from the statistical cues of a single language can help inform ideas about instruction and assessment for bilingual learners.

KW - Bilingual

KW - Children

KW - Phonotactic probability

KW - Word learning

UR - http://www.scopus.com/inward/record.url?scp=84881268449&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84881268449&partnerID=8YFLogxK

U2 - 10.1044/1092-4388(2012/11-0092)

DO - 10.1044/1092-4388(2012/11-0092)

M3 - Article

C2 - 23816663

AN - SCOPUS:84881268449

VL - 56

SP - 1237

EP - 1248

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

IS - 4

ER -