dc.contributor.author | Borragan, Maria | |
dc.contributor.author | de Bruin, Angela | |
dc.contributor.author | Havas, Viktoria | |
dc.contributor.author | de Diego-Balaguer, Ruth | |
dc.contributor.author | Vulchanova, Mila Dimitrova | |
dc.contributor.author | Vulchanov, Valentin | |
dc.contributor.author | Duñabeitia, Jon Andoni | |
dc.date.accessioned | 2021-04-26T10:05:24Z | |
dc.date.available | 2021-04-26T10:05:24Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Borragan, M., De Bruin, A., Havas, V., De Diego-Balaguer, R., Vulchanova, M., Vulchanov, V., & Duñabeitia, J. (2021). Differences in word learning in children: Bilingualism or linguistic experience? Applied Psycholinguistics, 42(2), 345-366. doi:10.1017/S0142716420000594 | es_ES |
dc.identifier.issn | 0142-7164 | |
dc.identifier.uri | http://hdl.handle.net/10810/51166 | |
dc.description | Published online: 09 December 2020 | es_ES |
dc.description.abstract | The current study examines how monolingual children and bilingual children with languages
that are orthotactically similar and dissimilar learn novel words depending on their
characteristics. We contrasted word learning for words that violate or respect the orthotactic
legality of bilinguals’ languages investigating the impact of the similarity between
those two languages. In Experiment 1, three groups of children around the age of 12 were
tested: monolinguals, Spanish–Basque bilinguals (orthotactically dissimilar languages),
and Spanish–Catalan bilinguals (orthotactically similar languages). After an initial
word-learning phase, they were tested in a recognition task. While Spanish monolinguals
and Spanish–Catalan bilingual children recognized illegal words worse than legal words,
Spanish–Basque bilingual children showed equal performance in learning illegal and legal
patterns. In Experiment 2, a replication study was conducted with two new groups of
Spanish–Basque children (one group with high Basque proficiency and one group with
a lower proficiency) and results indicated that the effects were not driven by the proficiency
in the second language, as a similar performance on legal and illegal patterns was observed
in both groups. These findings suggest that word learning is not affected by bilingualism as
such, but rather depends on the specific language combinations spoken by the bilinguals. | es_ES |
dc.description.sponsorship | This research has been partially funded by Grants PGC2018-097145-B-I00 and
RED2018-102615-T from the Spanish Government and H2019/HUM-5705 from the Comunidad de
Madrid to J.A.D., by an individual grant from “la Caixa” Foundation (ID 100010434–LCF/BQ/ES16/
11570003) to M.B., and by Grant Centro de Excelencia Severo Ochoa SEV-2015-0490 by the Spanish government. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Applied Psycholinguistics | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/PGC2018-097145-B-I00 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/RED2018-102615-T | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/SEV-2015-0490 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | bilingual word processing | es_ES |
dc.subject | linguistic experience | es_ES |
dc.subject | orthotactic regularities | es_ES |
dc.subject | word learning | es_ES |
dc.title | Differences in word learning in children: Bilingualism or linguistic experience? | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © The Author(s), 2020. Published by Cambridge University Press | es_ES |
dc.relation.publisherversion | https://www.cambridge.org/core/journals/applied-psycholinguistics | es_ES |
dc.identifier.doi | 10.1017/S0142716420000594 | |