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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 23 1 An adaptation of the MacArthur-Bates CDI in 17 Arabic dialects for children aged 8 to 30 months Forbes, Samuel; Goslin, Jeremy; Floccia, Caroline. - 2021 BASE Show details 2 Gestures and Words in Naming: Evidence From Crosslinguistic and Crosscultural Comparison Cattani, Allegra; Floccia, Caroline; Kidd, Evan... In: Language Learning: a journal of research in language studies (2020) BASE Show details 3 Vocabulary of 2-year-olds learning English and an additional language: norms and effects of linguistic distance. II: Methods Floccia, Caroline; Sambrook, Thomas; Delle Luche, Claire. - : Wiley, 2018 BASE Show details 4 Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance. I: Introduction Abbot-Smith, Kirsten; Plunkett, Kim; Rowland, Caroline. - : Wiley, 2018 BASE Show details 5 Vocabulary of 2-year-olds learning English and an additional language: norms and effects of linguistic distance. V:GENERAL DISCUSSION Floccia, Caroline; Sambrook, Thomas; Delle Luche, Claire. - : Wiley, 2018 BASE Show details 6 Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance Gervain, Judit; Sambrook, Thomas D; Mills, Debbie. - : Wiley, 2018 BASE Show details 7 VOCABULARY OF 2-YEAR-OLDS LEARNING ENGLISH AND AN ADDITIONAL LANGUAGE: NORMS AND EFFECTS OF LINGUISTIC DISTANCE Cattani, Allegra; Mills, Debbie; Sambrook, Thomas D. - 2018 BASE Show details 8 'It's a big world': understanding the factors guiding early vocabulary development in bilinguals Delle Luche, C; Kwok, R; Durrant, S; Chow, J; Horvath, K; Cattani, Allegra; Abbot-Smith, Kirsten; Krott, Andrea; Mills, D; Plunkett, K; Rowland, C; Floccia, Caroline. - 2016 Abstract: How many words is a bilingual 2-year-old supposed to know or say in each of her languages? Speech and language therapists or researchers lack the tools to answer this question, because several factors have an impact on bilingual language skills: gender (Kern, 2007), amount of exposure (De Houwer, 2007; Hoff et al, 2012), mode of acquisition (Place & Hoff, 2011), socio-economic status (SES, Gathercole et al., 2010) and the distance between L1 and L2 (Havy et al., 2015). Unfortunately, these factors are usually studied separately, making it difficult to evaluate their weight on a unique measure of vocabulary. The present study measures the contribution of the following factors to the vocabulary scores of bilingual toddlers: i) gender; ii) sibling ranking; iii) relative amount of exposure to each language; iv) mode of exposure; v) SES; vi) linguistic distance; vii) language spoken between parents. Close to the child’s second birthday, parents of 278 UK-based bilinguals completed successively: a 100-word version of the Oxford-CDI (Hamilton et al., 2000), the CDI in the child’s Additional Language, a family questionnaire (taken from the UK-CDI study, Alcock et al., in prep.), and the Language Exposure Questionnaire (Cattani et al., 2014). Thirty-six British-English-AL pairs were considered, with languages contrasted on a second-language-learning scale (Chiswick and Miller, 2005): for example, Dutch and French are close to British-English, while Polish or Cantonese are more distant. Data from the corpus were included in two mixed-effect models, one with the English scores in comprehension as the dependent variable, and the other with production scores. The seven factors listed above were included as predictors. The amount of English exposure was the strongest predictor of comprehension scores (?2(13) = 9.35, p < .005, ? = 0.02, t = 3.08, p <.005), followed by the language that parents speak between themselves (?2(13) = 14.94, p < .001, ? = 1.37, t = 3.76, p <.0005), linguistic distance (?2(13) = 6.92, p < .01, ? = -0.74, t = -2.66, p <.01) and age (?2(13) = 4.86, p < .05, ? = 0.55, t = 2.17, p <.05). In production, gender (?2(13) = 13.57, p < .0005, ? = -0.91, t = -03.72, p <.0005), amount of exposure to English (?2(13) = 13.57, p < .0005, ? = -0.91, t = -03.72, p <.0005), the language that parents speak between themselves (?2(13) = 11.85, p < .005, ? = 1.09, t = 3.41, p <.001), and the mother’s occupation (?2(13) = 4.51, p < .05, ? = 0.63, t = 2.13, p <.05) were the significant predictors. The more English parents use to address one another, the more English words the child says and understands. This surprising result could be simply explained by the fact that parents who speak English together are also more likely to speak English to their child. The main results of this study is that linguistic distance is a powerful predictor of toddlers’ vocabulary in English, with children learning two close languages growing their vocabulary faster than those learning distant languages. Keyword: B Philosophy. Psychology. Religion; BF Psychology; BF41 Psychology and philosophy URL: https://kar.kent.ac.uk/55325/ BASE Hide details 9 Not only amount of exposure but also linguistic distance to English affects the word learning of bilingual toddlers Abbot-Smith, Kirsten; Delle Luche, C; Mills, D. - 2015 BASE Show details 10 Linguistic distance between languages and exposure affect the development of vocabulary in bilingual toddlers: a large-scale study. Kwok, R.K.W.; Delle Luche, C; Durrant, S. - 2015 BASE Show details 11 Evaluating the vocabulary of bilingual toddlers: a large-scale study. Delle Luche, C; Durrant, S; Cattani, Allegra. - 2015 BASE Show details 12 Monodialectal and multidialectal infants’ representation of familiar words CATTANI, ALLEGRA; DURRANT, SAMANTHA; DELLE LUCHE, CLAIRE. - : Cambridge University Press (CUP), 2015 BASE Show details 13 How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests? Krott, Andrea; Farag, Rafalla; Floccia, Caroline. - 2014 BASE Show details 14 Standardised English language tests are useful for bilingual children with an exposure to English of more than 60%. Abbot-Smith, Kirsten; Arreckx, Frédérique; Cattani, Allegra. - 2011 BASE Show details 15 Early assessment of English for bilingual children with different percentages of exposure. Krott, Andrea; Floccia, Caroline; Cattani, Allegra. - 2011 BASE Show details 16 Communicative and linguistic development in preterm children: a longitudinal study from 12 to 24 months Bonifacio, Serena; Zocconi, Elisabetta; Iverson, Jana M.... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 45 (2010) 2, 162-173 BLLDB OLC Linguistik Show details 17 Preferenze emisferiche della memoria visuo-spaziale di cerchi, forme e oggetti: esistono preferenze emisferiche atipiche nei sordi? Cattani, Allegra In: I segni parlano: prospettive di ricerca sulla Lingua dei Segni Italiana. - Milano : Angeli (2008), 171-182 BLLDB Show details 18 Atypical lateralization of memory for location : effects of deafness and sign language use Cattani, Allegra; Clibbens, John In: Brain and cognition. - San Diego, Calif. [u.a.] : Elsevier Science 58 (2005) 2, 226-239 BLLDB Show details 19 Atypical lateralization of memory for location: Effects of deafness and sign language use Cattani, Allegra; Clibbens, John In: Brain and cognition. - San Diego, Calif. [u.a.] : Elsevier Science 58 (2005) 2, 226-239 OLC Linguistik Show details 20 Explicit and implicit processes in multicue judgment Evans, Jonathan St B.T.; Clibbens, John; Cattani, Allegra... In: Memory & cognition. - Heidelberg [u.a.] : Springer 31 (2003) 4, 608-618 OLC Linguistik Show details Page: 1 2

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