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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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Relations between phonology, grammar, and the lexicon in bilinguals. ...
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Relations between phonological production, grammar and the lexicon in bilingual French-English children
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In: Int J Billing (2021)
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Relations between phonological production, grammar and the lexicon in bilingual French-English children
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In: ISSN: 1367-0069 ; International journal of bilingualism (2021) P. 136700692110319 (2021)
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French lexical–phonological development (Kehoe et al., 2020) ...
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French lexical–phonological development (Kehoe et al., 2020) ...
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Lexical-Semantic Development in Bilingual Toddlers at 18 and 24 Months
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In: Front Psychol (2020)
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Continuity in language development: Predictions from decontextualized vocabulary and lexical access
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Do early lexical skills predict language outcome at 3 years? A longitudinal study of French-speaking children
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In: Infant Behav Dev (2019)
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A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
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Language Status at Age 3: Group and Individual Prediction from Vocabulary Comprehension in the Second Year
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The organization of words and environmental sounds in the 2(nd) year: Behavioral and Electrophysiological evidence
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The relation between phonological and lexical development in French-speaking children
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Lexical-Semantic Development in Monolingual and Bilingual Children
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Abstract:
The studies included in this dissertation explore lexical-semantic development within early toddlerhood across monolingual and bilingual language learners. That is, when and how do children map words with their respective meanings when they are learning one or two languages? Chapter 1 presents a brief overview of the seminal questions that guided this dissertation research. Chapter 2 presents a comprehensive review of the empirical literature examining lexical-semantic development in young monolingual and bilingual children followed by a discussion of theoretical models and their ability to account for the available evidence. Importantly, the chapter ends drawing attention to several gaps in our understanding of bilingual lexical development that are the foci of Chapters 3 through 5. Specifically, Chapter 3 presents a methodological tool for operationalizing language exposure in dual language learning contexts. Chapter 4 examines the influence of vocabulary size on speed of auditory word recognition using haptic responses in 16 to 22 month old monolingual and bilingual toddlers. The final set of studies (Chapters 5 and 6) report on monolinguals and bilinguals, respectively, extend the previous work on word learning to the development of connections between words using gaze responses to assess lexical-semantic networks in the second year of life. Here we investigate how single or dual language exposure and vocabulary size influence the emergence of lexical-semantic priming. Throughout this dissertation, we consistently examine how theoretical models can guide predictions and be revised to account for early development. Together these investigations advance our understanding of bilingual language representation in the semantic domain.
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Keyword:
Behavioral psychology
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URL: https://escholarship.org/uc/item/9mc7425x
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Translation Equivalents Facilitate Lexical Access in Very Young Bilinguals
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In: Biling (Camb Engl) (2017)
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Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach
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Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development*
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Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development
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In: DeAnda, Stephanie; Hendrickson, Kristi; Zesiger, Pascal; Poulin-Dubois, Diane; & Friend, Margaret. (2016). Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development. UC San Diego: Department of Linguistics, UCSD. Retrieved from: http://www.escholarship.org/uc/item/695597dn (2016)
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