Can bilingual children turn one language off? Evidence from perceptual switching.
AffiliationUniv Arizona, Dept Speech Language & Hearing Sci
Univ Arizona, Dept Psychol
MetadataShow full item record
CitationCan bilingual children turn one language off? Evidence from perceptual switching. 2016, 147:111-25 J Exp Child Psychol
Rights© 2016 Elsevier Inc. All rights reserved.
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at firstname.lastname@example.org.
AbstractBilinguals have the sole option of conversing in one language in spite of knowing two languages. The question of how bilinguals alternate between their two languages, activating and deactivating one language, is not well understood. In the current study, we investigated the development of this process by researching bilingual children's abilities to selectively integrate lexical tone based on its relevance in the language being used. In particular, the current study sought to determine the effects of global conversation-level cues versus local (within-word phonotactic) cues on children's tone integration in newly learned words. Words were taught to children via a conversational narrative, and word recognition was investigated using the intermodal preferential-looking paradigm. Children were tested on recognition of words with stimuli that were either matched or mismatched in tone in both English and Mandarin conversations. Results demonstrated that 3- to 4-year-olds did not adapt their interpretation of lexical tone changes to the language being spoken. In contrast, 4- to 5-year-olds were able to do so when supported by informative within-word cues. Results suggest that preschool children are capable of selectively activating a single language given word-internal cues to language.
NoteAvailable online 11 April 2016. 24 month embargo.
VersionFinal accepted manuscript
SponsorsMinistry of Education Tier 1 Academic Research Fund [FY2013FRC2-009]
CollectionsUA Faculty Publications
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