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Newman RS, Kirby LA, Von Holzen K, Redcay E. Read my lips! Perception of speech in noise by preschool children with autism and the impact of watching the speaker's face. J Neurodev Disord 2021; 13:4. [PMID: 33402099 PMCID: PMC7786476 DOI: 10.1186/s11689-020-09348-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Accepted: 11/18/2020] [Indexed: 11/23/2022] Open
Abstract
Background Adults and adolescents with autism spectrum disorders show greater difficulties comprehending speech in the presence of noise. Moreover, while neurotypical adults use visual cues on the mouth to help them understand speech in background noise, differences in attention to human faces in autism may affect use of these visual cues. No work has yet examined these skills in toddlers with ASD, despite the fact that they are frequently faced with noisy, multitalker environments. Methods Children aged 2-5 years, both with and without autism spectrum disorder (ASD), saw pairs of images in a preferential looking study and were instructed to look at one of the two objects. Sentences were presented in the presence of quiet or another background talker (noise). On half of the trials, the face of the target person speaking was presented, while half had no face present. Growth-curve modeling was used to examine the time course of children’s looking to the appropriate vs. opposite image. Results Noise impaired performance for both children with ASD and their age- and language-matched peers. When there was no face present on the screen, the effect of noise was generally similar across groups with and without ASD. But when the face was present, the noise had a more detrimental effect on children with ASD than their language-matched peers, suggesting neurotypical children were better able to use visual cues on the speaker’s face to aid performance. Moreover, those children with ASD who attended more to the speaker’s face showed better listening performance in the presence of noise. Conclusions Young children both with and without ASD show poorer performance comprehending speech in the presence of another talker than in quiet. However, results suggest that neurotypical children may be better able to make use of face cues to partially counteract the effects of noise. Children with ASD varied in their use of face cues, but those children who spent more time attending to the face of the target speaker appeared less disadvantaged by the presence of background noise, indicating a potential path for future interventions.
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Affiliation(s)
- Rochelle S Newman
- Department of Hearing and Speech Sciences, University of Maryland, 100 Lefrak Hall, College Park, MD, 20742, USA.
| | - Laura A Kirby
- Department of Hearing and Speech Sciences, University of Maryland, 100 Lefrak Hall, College Park, MD, 20742, USA
| | - Katie Von Holzen
- Department of Hearing and Speech Sciences, University of Maryland, 100 Lefrak Hall, College Park, MD, 20742, USA
| | - Elizabeth Redcay
- Department of Hearing and Speech Sciences, University of Maryland, 100 Lefrak Hall, College Park, MD, 20742, USA
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Abstract
As they develop into mature speakers of their native language, infants must not only learn words but also the sounds that make up those words. To do so, they must strike a balance between accepting speaker-dependent variation (e.g., mood, voice, accent) but appropriately rejecting variation when it (potentially) changes a word's meaning (e.g., cat vs. hat). This meta-analysis focuses on studies investigating infants' ability to detect mispronunciations in familiar words, or mispronunciation sensitivity. Our goal was to evaluate the development of infants' phonological representations for familiar words as well as explore the role of experimental manipulations related to theoretical questions and of analysis choices. The results show that although infants are sensitive to mispronunciations, they still accept these altered forms as labels for target objects. Interestingly, this ability is not modulated by age or vocabulary size, suggesting that a mature understanding of native language phonology may be present in infants from an early age, possibly before the vocabulary explosion. These results support several theoretical assumptions made in the literature, such as sensitivity to mispronunciation size and position of the mispronunciation. We also shed light on the impact of data analysis choices that may lead to different conclusions regarding the development of infants' mispronunciation sensitivity. Our article concludes with recommendations for improved practice in testing infants' word and sentence processing online. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Katie Von Holzen
- Lehrstuhl Linguistik des Deutschen, Schwerpunkt Deutsch als Fremdsprache/Deutsch als Zweitsprache, Technische Universität Dortmund, Germany
- Department of Hearing and Speech Sciences, University of Maryland, USA
- Université Paris Descartes, Sorbonne Paris Cité, Paris, France
| | - Christina Bergmann
- CNRS (Integrative Neuroscience and Cognition Center, UMR 8002), Paris, France
- Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
- Laboratoire de Sciences Cognitives et de Psycholinguistique, Département d’études cognitives, ENS, EHESS, CNRS, PSL University
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Von Holzen K, Nazzi T. Emergence of a consonant bias during the first year of life: New evidence from own-name recognition. Infancy 2020; 25:319-346. [PMID: 32749054 DOI: 10.1111/infa.12331] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2019] [Revised: 02/07/2020] [Accepted: 02/23/2020] [Indexed: 11/27/2022]
Abstract
Recent evidence suggests that during the first year of life, a preference for consonant information during lexical processing (consonant bias) emerges, at least for some languages like French. Our study investigated the factors involved in this emergence as well as the developmental consequences for variation in consonant bias emergence. In a series of experiments, we measured 5-, 8-, and 11-month-old French-learning infants orientation times to a consonant or vowel mispronunciation of their own name, which is one of the few word forms familiar to infants at this young age. Both 5- and 8-month-olds oriented longer to vowel mispronunciations, but 11-month-olds showed a different pattern, initially orienting longer to consonant mispronunciations. We interpret these results as further evidence of an initial vowel bias, with consonant bias emergence by 11 months. Neither acoustic-phonetic nor lexical factors predicted preferences in 8- and 11-month-olds. Finally, counter to our predictions, a vowel bias at the time of test for 11-month-olds was related to later productive vocabulary outcomes.
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Affiliation(s)
- Katie Von Holzen
- Lehrstuhl Linguistik des Deutschen, Schwerpunkt Deutsch als Fremdsprache/Deutsch als Zweitsprache, Technische Universität Dortmund, Dortmund, Germany.,Université Paris Descartes, Sorbonne Paris Cité, Paris, France.,CNRS (Integrative Neuroscience and Cognition Center, UMR 8002), Paris, France.,Department of Hearing and Speech Sciences, University of Maryland, College Park, MD, USA
| | - Thierry Nazzi
- Université Paris Descartes, Sorbonne Paris Cité, Paris, France.,CNRS (Integrative Neuroscience and Cognition Center, UMR 8002), Paris, France
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Bobb SC, Von Holzen K, Mayor J, Mani N, Carreiras M. Co-activation of the L2 during L1 auditory processing: An ERP cross-modal priming study. Brain Lang 2020; 203:104739. [PMID: 31978541 DOI: 10.1016/j.bandl.2019.104739] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2019] [Revised: 12/16/2019] [Accepted: 12/20/2019] [Indexed: 06/10/2023]
Abstract
Several studies have shown that unbalanced bilinguals activate both of their languages simultaneously during L2 processing; however, evidence for L2 activation while participants are tested exclusively in their L1 has been more tenuous. Here, we investigate whether bilingual participants implicitly activate the label for a picture in their two languages, and whether labels activated in L2 can prime activation of cross-linguistically related L1 lexical targets. We tested highly proficient early Spanish-Basque bilinguals on an ERP cross-modal priming task conducted only in their L1, Spanish. Participants activated prime picture labels in both Spanish and Basque. More importantly, participants activated Basque translations of Spanish auditory targets, even in a Spanish experimental environment with no reference to Basque. Results provide strong evidence for non-selective bilingual lexical access, showing co-activation extending to lexical levels beyond phonological overlap. Our results add to the growing body of evidence for the interconnective nature of bilingual language activation.
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Affiliation(s)
- Susan C Bobb
- Department of Psychology, Gordon College, 255 Grapevine Road, Wenham, MA, 01984, USA; Psychology of Language Research Group, Georg-Elias-Müller-Institut for Psychology, University of Göttingen, Goßlerstraße 14, 37073 Göttingen, Germany.
| | - Katie Von Holzen
- Lehrstuhl Linguistik des Deutschen, Faculty for Cultural Studies, Technical University of Dortmund, Emil-Figge-Str. 50, 44227 Dortmund, Germany; Psychology of Language Research Group, Georg-Elias-Müller-Institut for Psychology, University of Göttingen, Goßlerstraße 14, 37073 Göttingen, Germany
| | - Julien Mayor
- Department of Psychology, University of Oslo, Forskningsveien 3A, 0373 Oslo, Norway
| | - Nivedita Mani
- Psychology of Language Research Group, Georg-Elias-Müller-Institut for Psychology, University of Göttingen, Goßlerstraße 14, 37073 Göttingen, Germany; Leibniz Science Campus "Primate Cognition", Kellnerweg 4, 37077 Göttingen, Germany
| | - Manuel Carreiras
- Basque Center on Cognition, Brain and Language, Mikeletegi Pasealekua, 69, 20009 Donostia, Gipuzkoa, Spain; Ikerbasque. Basque Foundation for Science, Maria Diaz de Haro 3, 6 solairua, 48013 Bilbao, Bizkaia, Spain; Departamento de Lengua Vasca y Comunicación, UPV/EHU, University of the Basque Country, Barrio Sarriena s/n, 48940 Leioa, Bizkaia, Spain
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O'Fallon M, Von Holzen K, Newman RS. Preschoolers' Word-Learning During Storybook Reading Interactions: Comparing Repeated and Elaborated Input. J Speech Lang Hear Res 2020; 63:814-826. [PMID: 32182152 PMCID: PMC7229709 DOI: 10.1044/2019_jslhr-19-00189] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2019] [Revised: 11/22/2019] [Accepted: 12/19/2019] [Indexed: 06/10/2023]
Abstract
Purpose Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills-including word-learning. This study sought to investigate the potential benefits of elaboration of new words during a single storybook reading with preschoolers. Method Thirty-three typically developing children ages 35-37 months listened to a storybook containing novel words that were either repeated with a definition, repeated with no additional information, or only said once. Their receptive word-learning for these novel words was then evaluated via a preferential looking task. We analyzed children's correct looks to target pictures and compared looking behavior across the three levels of presentation. Results Results showed that preschoolers demonstrated successful receptive word-learning after a single storybook reading interaction with an adult when target words were repeated, either with or without elaboration. Within this context, elaboration was not required for preschoolers' receptive word-learning. Conclusions These results support the use of storybook reading with young children as a way to foster early receptive word-learning and highlight the importance of repeated exposure to novel material either with or without additional semantic information.
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Affiliation(s)
- Maura O'Fallon
- Department of Hearing and Speech Sciences, University of Maryland, College Park
| | - Katie Von Holzen
- Department of Hearing and Speech Sciences, University of Maryland, College Park
| | - Rochelle S. Newman
- Department of Hearing and Speech Sciences, University of Maryland, College Park
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Frank MC, Alcock KJ, Arias-Trejo N, Aschersleben G, Baldwin D, Barbu S, Bergelson E, Bergmann C, Black AK, Blything R, Böhland MP, Bolitho P, Borovsky A, Brady SM, Braun B, Brown A, Byers-Heinlein K, Campbell LE, Cashon C, Choi M, Christodoulou J, Cirelli LK, Conte S, Cordes S, Cox C, Cristia A, Cusack R, Davies C, de Klerk M, Delle Luche C, Ruiter LD, Dinakar D, Dixon KC, Durier V, Durrant S, Fennell C, Ferguson B, Ferry A, Fikkert P, Flanagan T, Floccia C, Foley M, Fritzsche T, Frost RLA, Gampe A, Gervain J, Gonzalez-Gomez N, Gupta A, Hahn LE, Kiley Hamlin J, Hannon EE, Havron N, Hay J, Hernik M, Höhle B, Houston DM, Howard LH, Ishikawa M, Itakura S, Jackson I, Jakobsen KV, Jarto M, Johnson SP, Junge C, Karadag D, Kartushina N, Kellier DJ, Keren-Portnoy T, Klassen K, Kline M, Ko ES, Kominsky JF, Kosie JE, Kragness HE, Krieger AAR, Krieger F, Lany J, Lazo RJ, Lee M, Leservoisier C, Levelt C, Lew-Williams C, Lippold M, Liszkowski U, Liu L, Luke SG, Lundwall RA, Macchi Cassia V, Mani N, Marino C, Martin A, Mastroberardino M, Mateu V, Mayor J, Menn K, Michel C, Moriguchi Y, Morris B, Nave KM, Nazzi T, Noble C, Novack MA, Olesen NM, John Orena A, Ota M, Panneton R, Esfahani SP, Paulus M, Pletti C, Polka L, Potter C, Rabagliati H, Ramachandran S, Rennels JL, Reynolds GD, Roth KC, Rothwell C, Rubez D, Ryjova Y, Saffran J, Sato A, Savelkouls S, Schachner A, Schafer G, Schreiner MS, Seidl A, Shukla M, Simpson EA, Singh L, Skarabela B, Soley G, Sundara M, Theakston A, Thompson A, Trainor LJ, Trehub SE, Trøan AS, Tsui ASM, Twomey K, Von Holzen K, Wang Y, Waxman S, Werker JF, Wermelinger S, Woolard A, Yurovsky D, Zahner K, Zettersten M, Soderstrom M. Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference. Advances in Methods and Practices in Psychological Science 2020. [DOI: 10.1177/2515245919900809] [Citation(s) in RCA: 76] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability of a single theoretically important phenomenon and (b) examining methodological, cultural, and developmental moderators. We focus on infants’ preference for infant-directed speech (IDS) over adult-directed speech (ADS). Stimuli of mothers speaking to their infants and to an adult in North American English were created using seminaturalistic laboratory-based audio recordings. Infants’ relative preference for IDS and ADS was assessed across 67 laboratories in North America, Europe, Australia, and Asia using the three common methods for measuring infants’ discrimination (head-turn preference, central fixation, and eye tracking). The overall meta-analytic effect size (Cohen’s d) was 0.35, 95% confidence interval = [0.29, 0.42], which was reliably above zero but smaller than the meta-analytic mean computed from previous literature (0.67). The IDS preference was significantly stronger in older children, in those children for whom the stimuli matched their native language and dialect, and in data from labs using the head-turn preference procedure. Together, these findings replicate the IDS preference but suggest that its magnitude is modulated by development, native-language experience, and testing procedure.
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Von Holzen K, Bergmann C. A Meta-Analysis of Infants' Mispronunciation Sensitivity Development. Cogsci 2018; 2018:1157-1162. [PMID: 31020275 PMCID: PMC6476320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Before infants become mature speakers of their native language, they must acquire a robust word-recognition system which allows them to strike the balance between allowing some variation (mood, voice, accent) and recognizing variability that potentially changes meaning (e.g. cat vs hat). The current meta-analysis quantifies how the latter, termed mispronunciation sensitivity, changes over infants first three years, testing competing predictions of mainstream language acquisition theories. Our results show that infants were sensitive to mispronunciations, but accepted them as labels for target objects. Interestingly, and in contrast to predictions of mainstream theories, mispronunciation sensitivity was not modulated by infant age, suggesting that a sufficiently flexible understanding of native language phonology is in place at a young age.
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Affiliation(s)
- Katie Von Holzen
- Department of Hearing and Speech Science, University of Maryland, 7251 Preinkert Dr., College Park, MD 20742 USA
| | - Christina Bergmann
- Language Development Department, Max Planck Institute for Psycholinguistics, Wundtlaan 1, 6525 XD Nijmegen, The Netherlands
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Von Holzen K, Nishibayashi LL, Nazzi T. Consonant and Vowel Processing in Word Form Segmentation: An Infant ERP Study. Brain Sci 2018; 8:E24. [PMID: 29385046 PMCID: PMC5836043 DOI: 10.3390/brainsci8020024] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2017] [Revised: 01/19/2018] [Accepted: 01/25/2018] [Indexed: 11/16/2022] Open
Abstract
Segmentation skill and the preferential processing of consonants (C-bias) develop during the second half of the first year of life and it has been proposed that these facilitate language acquisition. We used Event-related brain potentials (ERPs) to investigate the neural bases of early word form segmentation, and of the early processing of onset consonants, medial vowels, and coda consonants, exploring how differences in these early skills might be related to later language outcomes. Our results with French-learning eight-month-old infants primarily support previous studies that found that the word familiarity effect in segmentation is developing from a positive to a negative polarity at this age. Although as a group infants exhibited an anterior-localized negative effect, inspection of individual results revealed that a majority of infants showed a negative-going response (Negative Responders), while a minority showed a positive-going response (Positive Responders). Furthermore, all infants demonstrated sensitivity to onset consonant mispronunciations, while Negative Responders demonstrated a lack of sensitivity to vowel mispronunciations, a developmental pattern similar to previous literature. Responses to coda consonant mispronunciations revealed neither sensitivity nor lack of sensitivity. We found that infants showing a more mature, negative response to newly segmented words compared to control words (evaluating segmentation skill) and mispronunciations (evaluating phonological processing) at test also had greater growth in word production over the second year of life than infants showing a more positive response. These results establish a relationship between early segmentation skills and phonological processing (not modulated by the type of mispronunciation) and later lexical skills.
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Affiliation(s)
- Katie Von Holzen
- Laboratoire Psychologie de la Perception, CNRS-Université Paris Descartes, 75006 Paris, France.
- Department of Hearing and Speech Sciences, University of Maryland, College Park, MD 20740, USA.
| | - Leo-Lyuki Nishibayashi
- Laboratoire Psychologie de la Perception, CNRS-Université Paris Descartes, 75006 Paris, France.
- Laboratory for Language Development, Riken Brain Science Institute, Wako-shi, Saitama-ken 351-0198, Japan.
| | - Thierry Nazzi
- Laboratoire Psychologie de la Perception, CNRS-Université Paris Descartes, 75006 Paris, France.
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Abstract
Consonants have been proposed to carry more of the weight of lexical processing than vowels. This consonant bias has consistently been found in adults and has been proposed to facilitate early language acquisition. We explore the origins of this bias over the course of development and in infants learning different languages. Although the consonant bias was originally thought to be present at birth, evidence suggests that it arises from the early stages of phonological and (pre-)lexical acquisition. We discuss two theories that account for the acquisition of the consonant bias: the lexical and acoustic-phonetic hypotheses.
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Affiliation(s)
- Thierry Nazzi
- Laboratoire Psychologie de la Perception, Centre National de la Recherche Scientifique (CNRS) and Université Paris Descartes
| | - Silvana Poltrock
- Laboratoire Psychologie de la Perception, Centre National de la Recherche Scientifique (CNRS) and Université Paris Descartes
- Faculty of Cognitive Sciences, University of Potsdam
| | - Katie Von Holzen
- Laboratoire Psychologie de la Perception, Centre National de la Recherche Scientifique (CNRS) and Université Paris Descartes
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Abstract
Upon being presented with a familiar name-known image, monolingual infants and adults implicitly generate the image's label (Meyer et al., 2007; Mani and Plunkett, 2010, 2011; Mani et al., 2012a). Although the cross-linguistic influences on overt bilingual production are well studied (for a summary see Colomé and Miozzo, 2010), evidence that bilinguals implicitly generate the label for familiar objects in both languages remains mixed. For example, bilinguals implicitly generate picture labels in both of their languages, but only when tested in L2 and not L1 (Wu and Thierry, 2011) or when immersed in their L2 (Spivey and Marian, 1999; Marian and Spivey, 2003a,b) but not when immersed in their L1 (Weber and Cutler, 2004). The current study tests whether bilinguals implicitly generate picture labels in both of their languages when tested in their L1 with a cross-modal ERP priming paradigm. The results extend previous findings by showing that not just do bilinguals implicitly generate the labels for visually fixated images in both of their languages when immersed in their L1, but also that these implicitly generated labels in one language can prime recognition of subsequently presented auditory targets across languages (i.e., L2–L1). The current study provides support for cascaded models of lexical access during speech production, as well as a new priming paradigm for the study of bilingual language processing.
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Affiliation(s)
- Katie Von Holzen
- Laboratoire Psychologie de la Perception UMR 8158, Université Paris Descartes Paris, France ; Psychology of Language Research Group, Georg-Elias-Müller Institute of Psychology, University of Göttingen Göttingen, Germany
| | - Nivedita Mani
- Psychology of Language Research Group, Georg-Elias-Müller Institute of Psychology, University of Göttingen Göttingen, Germany
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Von Holzen K, Mani N. Language nonselective lexical access in bilingual toddlers. J Exp Child Psychol 2012; 113:569-86. [PMID: 22980955 DOI: 10.1016/j.jecp.2012.08.001] [Citation(s) in RCA: 69] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2012] [Revised: 08/01/2012] [Accepted: 08/02/2012] [Indexed: 11/30/2022]
Abstract
We examined how words from bilingual toddlers' second language (L2) primed recognition of related target words in their first language (L1). On critical trials, prime-target word pairs were either (a) phonologically related, with L2 primes overlapped phonologically with L1 target words [e.g., slide (L2 prime)-Kleid (L1 target, "dress")], or (b) phonologically related through translation, with L1 translations of L2 primes rhymed with the L1 target words [e.g., leg (L2 prime, L1 translation, "Bein")-Stein (L1 target, "stone"). Evidence of facilitated target recognition in the phonological priming condition suggests language nonselective access but not necessarily lexical access. However, a late interference effect on target recognition in the phonological priming through translation condition provides evidence for language nonselective lexical access: The L2 prime (leg) could influence L1 target recognition (Stein) in this condition only if both the L2 prime (leg) and its L1 translation ("Bein") were concurrently activated. In addition, age- and gender-matched monolingual toddler controls showed no difference between conditions, providing further evidence that the results with bilingual toddlers were driven by cross-language activation. The current study, therefore, presents the first-ever evidence of cross-talk between the two languages of bilinguals even as they begin to acquire fluency in their second language.
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Affiliation(s)
- Katie Von Holzen
- Junior Research Group in Language Acquisition, Georg Elias Müller Institute of Psychology, University of Göttingen, Göttingen, Germany.
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