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The role of bilingualism in paired-associate and cross-situational word learning

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Publicado en:Bilingualism vol. 27, no. 1 (Jan 2024), p. 41
Autor principal: Neveu, Anne
Otros Autores: Kaushanskaya, Margarita
Publicado:
Cambridge University Press
Materias:
Monolingualism
Familiarity
Phonology
Vocabulary learning
Second language learning
Bilingualism
Phonological memory
Multilingualism
Paradigms
Adults
Native language
Verbal memory
Novel words
Learning
Bilingual people
Language acquisition
Short term memory
Paired Associate Learning
Learning Strategies
Long Term Memory
Learning Processes
Language Dominance
Vocabulary Development
Memory
Repetition
Language Proficiency
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Resumen:In adulthood, novel words are commonly encountered in the context of sequential language learning, and to a lesser extent, when learning a new word in one's native language. Paired-associate (PAL) and cross-situational word learning (CSWL) paradigms have been studied separately, under distinct theoretical umbrellas, limiting the understanding of the mechanisms underlying the learning process in each. We tested 126 monolinguals and 111 bilinguals on PAL and CSWL, manipulating familiarity and measuring verbal working memory. Results revealed highly similar learning performance across groups, both demonstrating better performance in PAL than in CSWL, similar sensitivity to familiarity, and similar reliance on phonological working memory. We observed a trend such that bilinguals outperformed monolinguals in PAL but not in CSWL, but this trend was weak. Findings indicate limited effects of bilingualism on word learning in adulthood and suggest highly similar word learning mechanisms in learners with different linguistic experiences.
ISSN:1366-7289
1469-1841
DOI:10.1017/S1366728923000524
Fuente:Arts & Humanities Database