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Hits 1 – 6 of 6
1
Cross-situational learning of phonologically overlapping words across degrees of ambiguity
Mulak, Karen E.
(R18007);
Vlach, Haley A.
;
Escudero, Paola
(R16636). - : U.S., Wiley-Blackwell Publishing, 2019
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2
Indexical and linguistic processing by 12-month-olds : discrimination of speaker, accent and vowel differences
Mulak, Karen E.
(R18007);
Bonn, Cory D.
;
Chladkova, Katerina
. - : U.S., PLoS, 2017
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3
Acoustic properties predict perception of unfamiliar Dutch vowels by adult Australian English and Peruvian Spanish listeners
Alispahic, Samra
(R18016);
Mulak, Karen E.
(R18007);
Escudero, Paola
(R16636). - : Switzerland, Frontiers Research Foundation, 2017
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4
Infants encode phonetic detail during cross-situational word learning
Escudero, Paola
(R16636);
Mulak, Karen E.
(R18007);
Vlach, Haley
. - : Switzerland, Frontiers Research Foundation, 2016
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5
Cross-situational learning of minimal word pairs
Escudero, Paola
(R16636);
Mulak, Karen E.
(R18007);
Vlach, Haley
. - : U.S., Wiley-Blackwell, 2016
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6
More limitations to monolingualism : bilinguals outperform monolinguals in implicit word learning
Escudero, Paola
(R16636);
Mulak, Karen E.
(R18007);
Fu, Charlene S.
;
Singh, Leher
. - : Switzerland, Frontiers Research Foundation, 2016
Abstract:
To succeed at cross-situational word learning, learners must infer word-object mappings by attending to the statistical co-occurrences of novel objects and labels across multiple encounters. While past studies have investigated this as a learning mechanism for infants and monolingual adults, bilinguals’ cross-situational word learning abilities have yet to be tested. Here, we compared monolinguals’ and bilinguals’ performance on a cross-situational word learning paradigm that featured phonologically distinct word pairs (e.g., BON-DEET) and phonologically similar word pairs that varied by a single consonant or vowel segment (e.g., BON-TON, DEET-DIT, respectively). Both groups learned the novel word-referent mappings, providing evidence that cross-situational word learning is a learning strategy also available to bilingual adults. Furthermore, bilinguals were overall more accurate than monolinguals. This supports that bilingualism fosters a wide range of cognitive advantages that may benefit implicit word learning. Additionally, response patterns to the different trial types revealed a relative difficulty for vowel minimal pairs than consonant minimal pairs, replicating the pattern found in monolinguals by Escudero et al. (2016) in a different English accent. Specifically, all participants failed to learn vowel contrasts differentiated by vowel height. We discuss evidence for this bilingual advantage as a language-specific or general advantage.
Keyword:
bilingualism
;
language acquisition
;
XXXXXX - Unknown
URL:
https://doi.org/10.3389/fpsyg.2016.01218
http://handle.uws.edu.au:8081/1959.7/uws:36854
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