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sj-docx-2-ijb-10.1177_13670069211069067 – Supplemental material for Defining bilingualism in infancy and toddlerhood: A scoping review ...
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Defining bilingualism in infancy and toddlerhood: A scoping review ...
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Defining bilingualism in infancy and toddlerhood: A scoping review ...
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sj-docx-1-ijb-10.1177_13670069211069067 – Supplemental material for Defining bilingualism in infancy and toddlerhood: A scoping review ...
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sj-docx-2-ijb-10.1177_13670069211069067 – Supplemental material for Defining bilingualism in infancy and toddlerhood: A scoping review ...
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sj-docx-1-ijb-10.1177_13670069211069067 – Supplemental material for Defining bilingualism in infancy and toddlerhood: A scoping review ...
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Quality of Mother-Child Interaction Before, During, and After Smartphone Use
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In: Front Psychol (2021)
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Growing Up in a Digital World – Digital Media and the Association With the Child’s Language Development at Two Years of Age
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In: Front Psychol (2021)
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The Development of Gaze Following in Monolingual and Bilingual Infants: A Multi-Lab Study
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In: Infancy (2021)
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The development of gaze following in monolingual and bilingual infants : a multi-laboratory study
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The development of gaze following in monolingual and bilingual infants: A multi-lab study
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In: The development of gaze following in monolingual and bilingual infants: A multi‐laboratory study ; [preprint] The development of gaze following in monolingual and bilingual infants: A multi-lab study (2020)
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Do Bilingual advantages in attentional control influence memory encoding during a divided attention task?
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Specificity of the bilingual advantage for memory: examining cued recall, generalization, and working memory in monolingual, bilingual, and trilingual toddlers
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Abstract:
The specificity of the bilingual advantage in memory was examined by testing groups of monolingual, bilingual, and trilingual 24-month-olds on tasks tapping cued recall, memory generalization and working memory. For the cued recall and memory generalization conditions, there was a 24-h delay between time of encoding and time of retrieval. In addition to the memory tasks, parent-toddler dyads completed a picture-book reading task, in order to observe emotional responsiveness, and a parental report of productive vocabulary. Results indicated no difference between language groups on cued recall, working memory, emotional responsiveness, or productive vocabulary, but a significant difference was found in the memory generalization condition with only the bilingual group outperforming the baseline control group. These results replicate and extend results from past studies (Brito and Barr, 2012, 2014; Brito et al., 2014) and suggest a bilingual advantage specific to memory generalization.
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Keyword:
Psychology
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URL: https://doi.org/10.3389/fpsyg.2014.01369 http://www.ncbi.nlm.nih.gov/pubmed/25520686 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4251311
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15-Month-Olds’ Transfer of Learning between Touch Screen and Real-World Displays: Language Cues and Cognitive Loads
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Reenactment of televised content by 2-year-olds: Toddlers use language learned from television to solve a difficult imitation problem
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