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Labels or Concepts? The Development of Semantic Networks in Bilingual Two-Year-Olds.
- Source :
- Child Development; Mar/Apr2019, Vol. 90 Issue 2, pe212-e229, 18p, 4 Diagrams, 4 Charts
- Publication Year :
- 2019
-
Abstract
- The adult lexicon links concepts and labels with related meanings (e.g., dog-cat). How do children's encounters with concepts versus labels contribute to semantic development? Three studies investigated semantic priming in 40 monolinguals and 32 bilinguals, who have similar experience with concepts but different experience with labels (i.e., monolinguals hear "dog," bilinguals hear "dog" and "chien"). Similarities in performance across monolinguals and bilinguals at age 24 months, as well as across bilinguals' two languages at age 30 months, support the position that encounters with concepts contribute more to early semantic development than encounters with labels. Findings also suggest that the effects of semantic priming are challenging to observe at 24 months but are strong in bilinguals by age 30 months. [ABSTRACT FROM AUTHOR]
- Subjects :
- CONCEPTS in children
LABELING theory
SEMANTIC network analysis
BILINGUALISM in children
LEXICON
MEANING (Philosophy)
MONOLINGUALISM
CHILDREN'S language
COMPARATIVE studies
LANGUAGE acquisition
RESEARCH methodology
MEDICAL cooperation
MULTILINGUALISM
RESEARCH
SEMANTICS
VOCABULARY
EVALUATION research
Subjects
Details
- Language :
- English
- ISSN :
- 00093920
- Volume :
- 90
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Child Development
- Publication Type :
- Academic Journal
- Accession number :
- 135187571
- Full Text :
- https://doi.org/10.1111/cdev.13050