Bilingual proficiency effects in paired-associate learning of vocabulary in an unfamiliar language
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| Xuất bản năm: | Bilingualism vol. 28, no. 1 (Jan 2025), p. 102 |
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Cambridge University Press
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| Truy cập trực tuyến: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1017/S1366728924000130 |2 doi | |
| 035 | |a 3248699596 | ||
| 045 | 2 | |b d20250101 |b d20250131 | |
| 084 | |a 79004 |2 nlm | ||
| 100 | 1 | |a Francis, Wendy S |u Department of Psychology, The University of Texas at El Paso, El Paso, TX, USA | |
| 245 | 1 | |a Bilingual proficiency effects in paired-associate learning of vocabulary in an unfamiliar language | |
| 260 | |b Cambridge University Press |c Jan 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a We investigated three aspects of paired associate learning of vocabulary in an unfamiliar language: monolingual-bilingual differences, effects of dominance and language proficiency, and the possible role of associative strategies. Spanish–English bilinguals (48 English-dominant and 48 Spanish-dominant) and English-speaking monolinguals (n = 48) learned Swahili–English and Swahili-Spanish word pairs. Learning was assessed using cued recall (Swahili cue or Swahili response) and associative recognition tests. English-dominant bilinguals did not outperform English monolinguals on any learning measure. Cued recall accuracy was higher when learning through the dominant language than through the non-dominant language, whether the Swahili words were cues or responses. Proficiency scores in the known language were positively correlated with cued recall accuracy, whether the cue or the response was in Swahili, indicating that proficiency effects occurred not in retrievability of known words but in learning of associations. Bilingual and monolingual participants did not differ in their reported use of associative strategies. | |
| 653 | |a Accuracy | ||
| 653 | |a Cues | ||
| 653 | |a Monolingualism | ||
| 653 | |a Spanish language | ||
| 653 | |a Language proficiency | ||
| 653 | |a Memory | ||
| 653 | |a Phonology | ||
| 653 | |a Cued recall | ||
| 653 | |a Paired associate learning | ||
| 653 | |a African languages | ||
| 653 | |a Vocabulary learning | ||
| 653 | |a Swahili language | ||
| 653 | |a Language dominance | ||
| 653 | |a Associations | ||
| 653 | |a Bilingualism | ||
| 653 | |a Multilingualism | ||
| 653 | |a Translations | ||
| 653 | |a Learning | ||
| 653 | |a Education | ||
| 653 | |a Language acquisition | ||
| 653 | |a Competence | ||
| 653 | |a English language | ||
| 653 | |a Vocabulary | ||
| 653 | |a Bilingual people | ||
| 653 | |a Dominance | ||
| 653 | |a Recall (Psychology) | ||
| 653 | |a Translation | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Word Recognition | ||
| 653 | |a Vocabulary Development | ||
| 653 | |a Vocabulary Skills | ||
| 653 | |a Short Term Memory | ||
| 653 | |a Elementary Secondary Education | ||
| 653 | |a Cognitive Ability | ||
| 653 | |a English | ||
| 700 | 1 | |a Nájera, Oscar I |u Department of Psychology, The University of Texas at El Paso, El Paso, TX, USA | |
| 773 | 0 | |t Bilingualism |g vol. 28, no. 1 (Jan 2025), p. 102 | |
| 786 | 0 | |d ProQuest |t Arts & Humanities Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3248699596/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3248699596/fulltext/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3248699596/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |