Word learning in 14-month-old monolinguals and bilinguals: Challenges and methodological opportunities
Infants can learn words in their daily interactions early in life, and many studies have demonstrated that they can also learn words from brief in-lab exposures. While most studies have included monolingual infants, less is known about bilingual infants’ word learning and the role that language fami...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Ana Maria Gonzalez-Barrero [verfasserIn] Hilary Killam [verfasserIn] Krista Byers-Heinlein [verfasserIn] Rodrigo Dal Ben [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2023 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Language Development Research - Carnegie Mellon University Library Publishing Service, 2024, 3(2023), 1 |
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| Übergeordnetes Werk: |
volume:3 ; year:2023 ; number:1 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.34842/3vw8-k253 |
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| Katalog-ID: |
DOAJ100833853 |
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| 520 | |a Infants can learn words in their daily interactions early in life, and many studies have demonstrated that they can also learn words from brief in-lab exposures. While most studies have included monolingual infants, less is known about bilingual infants’ word learning and the role that language familiarity plays in this ability. In this study we examined word learning in a large sample (up to N = 148) of bilingual and monolingual 14-month-olds using a preferential looking paradigm. Two novel words were presented within sentence frames in one language (single-language condition) or two languages (dual-language condition). We predicted that infants would learn both words, and would exhibit better learning when they were more familiar with the sentence frame language. Using a traditional analytic approach (t-tests) and a standard linear regression, we found weak evidence that children learned one of the two words. However, contrary to our prediction, in a minority of conditions infants may have learned better when stimuli were presented in sentence frames in a less familiar language. We also conducted updated analyses using mixed-effects linear regression models, which did not support the conclusion that infants learned any of the words they encountered, regardless of the familiarity of the sentence frame language. We discuss these results in relation to prior work and suggest how open science practices can contribute to more reliable findings about early word learning. | ||
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word learning in 14-month-old monolinguals and bilinguals: challenges and methodological opportunities |
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P1-1091 |
| title_auth |
Word learning in 14-month-old monolinguals and bilinguals: Challenges and methodological opportunities |
| abstract |
Infants can learn words in their daily interactions early in life, and many studies have demonstrated that they can also learn words from brief in-lab exposures. While most studies have included monolingual infants, less is known about bilingual infants’ word learning and the role that language familiarity plays in this ability. In this study we examined word learning in a large sample (up to N = 148) of bilingual and monolingual 14-month-olds using a preferential looking paradigm. Two novel words were presented within sentence frames in one language (single-language condition) or two languages (dual-language condition). We predicted that infants would learn both words, and would exhibit better learning when they were more familiar with the sentence frame language. Using a traditional analytic approach (t-tests) and a standard linear regression, we found weak evidence that children learned one of the two words. However, contrary to our prediction, in a minority of conditions infants may have learned better when stimuli were presented in sentence frames in a less familiar language. We also conducted updated analyses using mixed-effects linear regression models, which did not support the conclusion that infants learned any of the words they encountered, regardless of the familiarity of the sentence frame language. We discuss these results in relation to prior work and suggest how open science practices can contribute to more reliable findings about early word learning. |
| abstractGer |
Infants can learn words in their daily interactions early in life, and many studies have demonstrated that they can also learn words from brief in-lab exposures. While most studies have included monolingual infants, less is known about bilingual infants’ word learning and the role that language familiarity plays in this ability. In this study we examined word learning in a large sample (up to N = 148) of bilingual and monolingual 14-month-olds using a preferential looking paradigm. Two novel words were presented within sentence frames in one language (single-language condition) or two languages (dual-language condition). We predicted that infants would learn both words, and would exhibit better learning when they were more familiar with the sentence frame language. Using a traditional analytic approach (t-tests) and a standard linear regression, we found weak evidence that children learned one of the two words. However, contrary to our prediction, in a minority of conditions infants may have learned better when stimuli were presented in sentence frames in a less familiar language. We also conducted updated analyses using mixed-effects linear regression models, which did not support the conclusion that infants learned any of the words they encountered, regardless of the familiarity of the sentence frame language. We discuss these results in relation to prior work and suggest how open science practices can contribute to more reliable findings about early word learning. |
| abstract_unstemmed |
Infants can learn words in their daily interactions early in life, and many studies have demonstrated that they can also learn words from brief in-lab exposures. While most studies have included monolingual infants, less is known about bilingual infants’ word learning and the role that language familiarity plays in this ability. In this study we examined word learning in a large sample (up to N = 148) of bilingual and monolingual 14-month-olds using a preferential looking paradigm. Two novel words were presented within sentence frames in one language (single-language condition) or two languages (dual-language condition). We predicted that infants would learn both words, and would exhibit better learning when they were more familiar with the sentence frame language. Using a traditional analytic approach (t-tests) and a standard linear regression, we found weak evidence that children learned one of the two words. However, contrary to our prediction, in a minority of conditions infants may have learned better when stimuli were presented in sentence frames in a less familiar language. We also conducted updated analyses using mixed-effects linear regression models, which did not support the conclusion that infants learned any of the words they encountered, regardless of the familiarity of the sentence frame language. We discuss these results in relation to prior work and suggest how open science practices can contribute to more reliable findings about early word learning. |
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Word learning in 14-month-old monolinguals and bilinguals: Challenges and methodological opportunities |
| url |
https://doi.org/10.34842/3vw8-k253 https://doaj.org/article/2eddf6f89fa540ce94fed860dfe40943 https://lps.library.cmu.edu/LDR/article/id/453/ https://lps.library.cmu.edu/LDR/article/453/galley/550/download/ https://doaj.org/toc/2771-7976 |
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| author2 |
Hilary Killam Krista Byers-Heinlein Rodrigo Dal Ben |
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Hilary Killam Krista Byers-Heinlein Rodrigo Dal Ben |
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DOAJ090663721 |
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P - Philology and Linguistics |
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| doi_str |
10.34842/3vw8-k253 |
| callnumber-a |
P1-1091 |
| up_date |
2024-07-03T16:56:56.642Z |
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