Factors that Influence Fast Mapping in Children Exposed to Spanish and English

Autor/inn/en	Alt, Mary; Meyers, Christina; Figueroa, Cecilia
Titel	Factors that Influence Fast Mapping in Children Exposed to Spanish and English
Quelle	In: Journal of Speech, Language, and Hearing Research, 56 (2013) 4, S.1237-1248 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2012/11-0092)
Schlagwörter	Regression (Statistics); Spanish; Cues; Task Analysis; Cognitive Mapping; Naming; Preschool Children; Bilingualism; Monolingualism; Vocabulary Development; Transfer of Training; Interference (Language); Second Language Learning; Language Acquisition; Elementary School Students; Databases; Questionnaires; Parent Attitudes; Comparative Analysis; Phonemes; Phonetics; Probability; Measures (Individuals); Computer Software; Scoring; Computer Assisted Testing; Interrater Reliability; Audio Equipment; Role; English (Second Language); Native Language; Word Recognition; Arizona; Expressive One Word Picture Vocabulary Test; Mean Length of Utterance; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Spanisch; Stichwort; Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Wortschatzarbeit; Training; Transfer; Ausbildung; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Datenbank; Fragebogen; Elternverhalten; Fonem; Phonetik; Fonetik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Messdaten; Bewertung; Interrater-Reliabilität; Audio-CD; Rollen; English as second language; English; Second Language; Englisch als Zweitsprache; Worterkennung
Abstract	Purpose: The purpose of this study was to determine whether children exposed to 2 languages would benefit from the phonotactic probability cues of a single language in the same way as monolingual peers and to determine whether crosslinguistic influence would be present in a fast-mapping task. Method: Two groups of typically developing children (monolingual English and bilingual Spanish-English) took part in a computer-based fast-mapping task that manipulated phonotactic probability. Children were preschool-aged ("N" = 50) or school-aged ("N" = 34). Fast mapping was assessed through name-identification and naming tasks. Data were analyzed using mixed analyses of variance with post hoc testing and simple regression. Results: Bilingual and monolingual preschoolers showed sensitivity to English phonotactic cues in both tasks, but bilingual preschoolers were less accurate than monolingual peers in the naming task. School-aged bilingual children had nearly identical performance to monolingual peers. Conclusion: Knowing that children exposed to two languages can benefit from the statistical cues of a single language can help inform ideas about instruction and assessment for bilingual learners. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10