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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 Hits 1 – 17 of 17 1 The influence of proficiency and language combination on bilingual lexical access. Kastenbaum, Jessica G; Bedore, Lisa M; Peña, Elizabeth D... 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) BASE Show details 2 The influence of proficiency and language combination on bilingual lexical access. Kastenbaum, Jessica G; Bedore, Lisa M; Peña, Elizabeth D... In: Bilingualism (Cambridge, England), vol 22, iss 2 (2019) BASE Show details 3 How do Mandarin-speaking children learn shape classifiers? Hao, Ying, Ph. D.. - 2019 Abstract: Mandarin is a classifier language. A classifier is inserted between a number and a noun for the purpose of quantification (e.g., 一条绳子 one tiáo rope). Each classifier marks semantic characteristics of the noun with which it co-occurs (e.g., 条 tiáo is typically paired with long, narrow and flexible objects). The semantic system of classifiers is complex, and classifier production is a vulnerable area for Mandarin-speaking children (e.g., Hao et al., 2018). However, it is unclear what learning mechanisms drive the acquisition of classifiers in Mandarin-speaking children. In the present study, we explored potential predictors, namely classifier-based semantic categorization and input frequency of classifiers. In addition, we hypothesized that existing vocabulary knowledge would be related to classifier learning. Sixty-four typically-developing monolingual Mandarin-speaking children between 4;1 (year;month) and 6;5 completed two background tasks and two experimental tasks. The background tasks consisted of an object categorization task to index semantic categorization strategy, and a picture selection task and a picture naming task to measure vocabulary knowledge. In experiment 1, we implemented a comprehension and a production task for six real classifiers that emphasize shape. In experiment 2, we administered a learning task for two novel classifiers which encoded different semantic properties (i.e., curly-haired vs. broken). Frequency of classifier input was manipulated using a between-subject design. We analyzed contributions of classifier-based semantic categorization, input frequency of classifiers, and vocabulary knowledge to classifier comprehension and production. Even though children preferred to categorize objects by shared classifier than by other semantic links in the object categorization task, this preference did not significantly predict real classifier comprehension and production in experiment 1. At the same time, vocabulary knowledge was a significant predictor for both. Children may find that the semantic system of real Mandarin classifiers is opaque, and they rely more heavily on an item-by-item learning approach that is used in vocabulary learning (i.e., idiosyncratic learning of individual words). In addition, children showed varied accuracy on different classifier-noun pairs for the same classifier, providing more evidence for item-based learning. For novel classifier learning in experiment 2, classifier-based object categorization was a marginally significant predictor for comprehension. The higher frequency group did not outperform the lower frequency group, and vocabulary knowledge was a significant predictor for neither comprehension nor production. These findings suggest that children mainly took a rule-based approach to learn novel classifiers with transparent semantic categorization. Overall, results from the two experiments showed that the learning approach children primarily use to learn classifiers depend on the transparency of the classifier system. ; Communication Sciences and Disorders Keyword: Classifier acquisition; Item-based learning; Mandarin-speaking children URL: https://hdl.handle.net/2152/78805 https://doi.org/10.26153/tsw/5860 BASE Hide details 4 Narrative skills in two languages of Mandarin–English bilingual children ... Hao, Ying; Bedore, Lisa M.; Sheng, Li. - : Taylor & Francis, 2018 BASE Show details 5 Narrative skills in two languages of Mandarin–English bilingual children ... Hao, Ying; Bedore, Lisa M.; Sheng, Li. - : Taylor & Francis, 2018 BASE Show details 6 The influence of proficiency and language combination on bilingual lexical access Kastenbaum, Jessica G.; Bedore, Lisa M.; Peña, Elizabeth D.. - 2018 BASE Show details 7 The acquisition of English past tense in bilingual children Lu, Ying. - 2016 BASE Show details 8 Error analysis of expressive analogy task in Spanish-English bilingual school age children with and without specific language impairment Moreno, Beverly. - 2015 BASE Show details 9 Semantic Development in Spanish-English Bilingual Children: Effects of Age and Language Experience Sheng, Li; Bedore, Lisa M.; Peña, Elizabeth D.. - 2012 BASE Show details 10 Semantic Convergence in Spanish–English Bilingual Children With Primary Language Impairment Sheng, Li; Bedore, Lisa M.; Peña, Elizabeth D.. - 2012 BASE Show details 11 Enhancing reading comprehension in upper-elementary English language learners : a review Nowadly, AmandaJoe Sullivan. - 2012 BASE Show details 12 Cognitive-based intervention for bilingual preschoolers Greene, Kai Jason. - 2012 BASE Show details 13 Vocabulary outcomes among low income preschoolers for dialogic reading interventions Fergus, Alyson Marie. - 2012 BASE Show details 14 Effectiveness of phonological awareness and reading interventions on children with language impairment : a research review Armstrong, April Melissa. - 2011 BASE Show details 15 The role of experience in acquisition of English grammar Resendiz, Maria Dolores. - 2011 BASE Show details 16 Lexical errors produced during category generation tasks by bilingual adults and bilingual typically developing and language-impaired seven to nine-year-old children McKinney, Kellin Lee. - 2010 BASE Show details 17 Nonwords and narratives : English and Spanish recall tasks in bilingual children Summers, Connie Lorene. - 2010 BASE Show details

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