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The influence of proficiency and language combination on bilingual lexical access.
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In: Kastenbaum, Jessica G; Bedore, Lisa M; Peña, Elizabeth D; Sheng, Li; Mavis, Ilknur; Sebastian-Vaytadden, Rajani; et al.(2019). The influence of proficiency and language combination on bilingual lexical access. Bilingualism (Cambridge, England), 22(2), 300 - 330. doi:10.1017/s1366728918000366. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/1d72d0gz (2019)
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The influence of proficiency and language combination on bilingual lexical access.
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In: Bilingualism (Cambridge, England), vol 22, iss 2 (2019)
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Semantic categories of bilingual DLD (Shivabasappa et al., 2019) ...
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Semantic categories of bilingual DLD (Shivabasappa et al., 2019) ...
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Abstract:
Purpose: The study examines the extent of convergence of semantic category members in Spanish–English bilingual children with reference to adults using a semantic fluency task. Method: Thirty-seven children with developmental language disorder (DLD), matched pairwise with 37 typically developing (TD) children in the age range of 7;0–9;11 (years;months), produced items in 7 semantic categories (3 taxonomic and 4 slot-filler) in both Spanish and English. The 10 most frequently produced items for each category by 20 Spanish–English bilingual adults were identified as the most prototypical responses. The top 10 items generated by TD children and children with DLD, in their order of production, were analyzed for the amount of convergence with adults’ responses. Results: The top 5 items produced by children with DLD showed similar convergence scores as those produced by their TD peers. However, their responses in the 6th to 10th positions showed lower convergence scores than their TD peers. Children’s convergence ...
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Keyword:
Language
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URL: https://asha.figshare.com/articles/Semantic_categories_of_bilingual_DLD_Shivabasappa_et_al_2019_/8323613/1
https://dx.doi.org/10.23641/asha.8323613.v1
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Semantic Category Convergence in Spanish–English Bilingual Children With and Without Developmental Language Disorder
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Not All Nonverbal Tasks Are Equally Nonverbal: Comparing Two Tasks in Bilingual Kindergartners With and Without Developmental Language Disorder
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Cross-language treatment of speech sounds disorders in bilingual children
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Using argument structure to teach new verbs in Spanish-speaking English language learners
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