Does bilingual experience affect early visual perceptual development?

Effects of interracial experience on the race preferences of infants

Over their first year of life, infants express visual preferences for own- versus other-race faces. This developmental transition has primarily been investigated in monoracial societies where infants have limited personal or societal contact with other races. We investigated whether previously reported visual preferences for race generalize to a multiracial society (i.e., Singapore). In addition, we investigated effects of caregiver race on visual preferences for race. In Experiment 1, race preferences were measured at 3, 6, and 9 months of age for own-race (Chinese) versus other-race (Indian) faces in infants with no regular interaction with Indian-race individuals. Singaporean infants displayed a significant visual preference for Indian-race faces at each age group. Furthermore, infants raised with other-race caregivers demonstrated an age-related increase in other-race visual preferences. The visual preferences of infants for other-race faces were predicted by the extent of other-race contact. In Experiment 2, we confirmed that an other-race visual preference was not exclusive to Indian faces in a sample of 6-month-old Singaporean Chinese infants who demonstrated a similar other-race visual preference for Caucasian faces over Chinese faces. Findings are discussed in terms of the influence of other-race contact on visual preferences for race in infants.

The development of gaze following in monolingual and bilingual infants: A multi-laboratory study

Determining the meanings of words requires language learners to attend to what other people say. However, it behooves a young language learner to simultaneously encode relevant non-verbal cues, for example, by following the direction of their eye gaze. Sensitivity to cues such as eye gaze might be particularly important for bilingual infants, as they encounter less consistency between words and objects than monolingual infants, and do not always have access to the same word-learning heuristics (e.g., mutual exclusivity). In a preregistered study, we tested the hypothesis that bilingual experience would lead to a more pronounced ability to follow another's gaze. We used a gaze-following paradigm developed by Senju and Csibra (Current Biology, 18, 2008, 668) to test a total of 93 6- to 9-month-old and 229 12- to 15-month-old monolingual and bilingual infants, in 11 laboratories located in 8 countries. Monolingual and bilingual infants showed similar gaze-following abilities, and both groups showed age-related improvements in speed, accuracy, frequency, and duration of fixations to congruent objects. Unexpectedly, bilinguals tended to make more frequent fixations to on-screen objects, whether or not they were cued by the actor. These results suggest that gaze sensitivity is a fundamental aspect of development that is robust to variation in language exposure.

Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months

From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross-modal word-learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning ('same modality' condition: auditory test after auditory learning, visual test after visual learning) or in the other modality ('cross-modality' condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross-modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross-modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross-modal representation of visually learned words.

Selective attention to the mouth is associated with expressive language skills in monolingual and bilingual infants

Infants increasingly attend to the mouths of others during the latter half of the first postnatal year, and individual differences in selective attention to talking mouths during infancy predict verbal skills during toddlerhood. There is some evidence suggesting that trajectories in mouth-looking vary by early language environment, in particular monolingual or bilingual language exposure, which may have differential consequences in developing sensitivity to the communicative and social affordances of the face. Here, we evaluated whether 6- to 12-month-olds' mouth-looking is related to skills associated with concurrent social communicative development-including early language functioning and emotion discriminability. We found that attention to the mouth of a talking face increased with age but that mouth-looking was more strongly associated with concurrent expressive language skills than chronological age for both monolingual and bilingual infants. Mouth-looking was not related to emotion discrimination. These data suggest that selective attention to a talking mouth may be one important mechanism by which infants learn language regardless of home language environment.

Cognitive adaptations induced by a multi-language input in early development

Children around the world successfully adapt to the specific requirements of their physical and social environment, and they readily acquire any language they are exposed to. Still, learning simultaneously two languages has been a continuous concern of parents, educators and scientists. While the focus has shifted from the possible costs to the possible advantages of bilingualism, the worries still linger that early bilingualism may cause delays and confusion. Here we adopt a less dichotomist view, by asking what specific adaptations might result from simultaneously learning two languages. We will discuss findings that point to a surprising plasticity of the cognitive system allowing young infants to cope with the bilingual input and reaching linguistic milestones at the same time as monolinguals.