INVESTIGATING HOW 4.5-YEAR-OLD MONOLINGUAL AND BILINGUAL CHILDREN UTILIZE THEIR CONTEXT TO INFER CONCEPTUAL MEANING
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe potential effect of bilingualism in children has been widely debated. The study investigates the potential relationship between bilingualism and the conceptual organization of 4.5-year-old children, specifically the syntagmatic-paradigmatic shift. To explore this, children are exposed to two types of lists, associative and taxonomic, in a free word association task and a novel label extension task. Bilingual children are expected to perform in a more mature pattern than monolingual children. I argue these results may highlight the accelerated shift from syntagmatic to paradigmatic organization.
Degree ProgramPsychological Studies