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Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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The perception and production of lexical stress among early Spanish-English bilingual children
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The development of gaze following in monolingual and bilingual infants : a multi-laboratory study
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Dynamic Assessment for Evaluating Bilingual Children's Potential for Language Development Over Time: a Pilot Study
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In: University Honors Theses (2020)
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Differences in word learning in children: bilingualism or linguistic experience?
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The influence of the environmental language (Lε) in Mandarin-English bilingual development : the case of transfer in wh- questions
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Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom
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Probability of heritage language use at a supportive early childhood setting in Australia
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Translanguaging through Story: Empowering Children to Use their Full Language Repertoire
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In: School of Social Work Faculty Publications and Presentations (2019)
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The speech of an older preschool bilingual sibling's influence and impact on the language development of a younger potential bilingual infant sibling
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Between pride and shame: linguistic intermarriage in Australia from the perspective of the English-dominant partner
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A case study on the acquisition of plurality in a bilingual Malay-English context-bound child
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Acceptance of lexical overlap by monolingual and bilingual toddlers
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The Impact of Parent-led Dialogic Reading on English and Spanish Vocabulary
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Perspectives on heritage language and the U.S. and student language choices
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Training children to perceive non-native lexical tones : tone language background, bilingualism, and auditory-visual information
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Monolingual and bilingual infants' ability to use non-native tone for word learning deteriorates by the second year after birth
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Abstract:
Previous studies reported a non-native word learning advantage for bilingual infants at around 18 months. We investigated developmental changes in infant interpretation of sounds that aid in object mapping. Dutch monolingual and bilingual (exposed to Dutch and a second non-tone-language) infants' word learning ability was examined on two novel label-object pairings using syllables differing in Mandarin tones as labels (flat vs. falling). Infants aged 14-15 months, regardless of language backgrounds, were sensitive to violations in the label-objects pairings when lexical tones were switched compared to when they were the same as habituated. Conversely at 17-18 months, neither monolingual nor bilingual infants demonstrated learning. Linking with existing literature, infants' ability to associate non-native tones with meanings may be related to tonal acoustic properties and/or perceptual assimilation to native prosodic categories. These findings provide new insights into the relation between infant tone perception, learning, and interpretative narrowing from a developmental perspective.
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Keyword:
bilingualism in children; infants; language acquisition; second language acquisition; tone (phonetics); XXXXXX - Unknown
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URL: https://doi.org/10.3389/fpsyg.2018.00117 http://handle.westernsydney.edu.au:8081/1959.7/uws:46898
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Which button will I press? : preference for correctly ordered counting sequences in 18-month-olds
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Enhancing English Learning: Building on Linguistic and Cultural Repertoires in 3 School Settings: A Project Report for NSW Department of Education 2018
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