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Cross-language treatment of speech sounds disorders in bilingual children
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Predictive use of matched and mismatched gender-marked articles in Spanish-English bilinguals
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Relationships between IQ and language development across language domains in bilingual children
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Lexical revisions and filled pauses : associations with vocabulary knowledge in bilingual children
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Speech and language development for children adopted internationally after age 3 : two clinical case studies
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Priming across languages in Spanish-English bilinguals
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Abstract:
text ; The degree to which the two language systems of bilinguals are separate or interact in some way is a question that has been addressed using several methods. In the domain of morphosyntax, results from cross-linguistic priming have shown that bilinguals’ hearing a particular sentence structure in one of their languages increases the likelihood that they will produce a similar structure in the other language. This supports a shared-syntax model of bilingual processing in which bilinguals store similar structures together. Priming from L1 to L2 and L2 to L1 appears to be equally strong (Loebell & Bock, 2003; Schoonbaert, Hartsuiker, & Pickering, 2007) but researchers have not examined in depth how language experience and proficiency variables affect priming. Priming research has also indicated that only those structures that share word order across languages are subject to priming (Bernolet, Hartsuiker, & Pickering, 2007; Loebell & Bock, 2003) but has not addressed whether the verb features such as tense are subject to priming. This study addressed two questions: 1) How do the language experience measures of age of acquisition, current language use, and language proficiency affect priming? and 2) Are tense markings (future and present tenses) subject to priming across languages? Sixty-eight Spanish-English bilingual adults completed a priming task from English to Spanish and from Spanish to English and measures of language experience and proficiency. Results indicate that although passive structures prime across languages, the variables of age of acquisition, current use, and proficiency do not affect priming. This finding provides support for the shared-syntax model as a representation of bilingual language in speakers with diverse levels of experience and proficiency. Results also indicate that tense does not prime across languages. This suggests that languages have separate stores for tense markings. ; Communication Sciences and Disorders
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Keyword:
Bilingualism; Priming; Syntax
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URL: http://hdl.handle.net/2152/22897
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Developmental patterns of Spanish grammatical morphemes and mean length of utterance in bilingual children
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Developmental patterns of bilingual grammatical morphemes at various levels of language use
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Compound vocabulary knowledge development in Mandarin-English bilingual children : a comparison with Monolingual English children
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A comparison of frequencies and patterns of codeswitching in Spanish-English bilingual children at high and low risk for specific language impairment
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Convergence of two language assessment measures with ability in school-age Spanish-English bilingual children
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Sentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairment
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Consonant-vowel co-occurrence patterns produced by Spanish-English bilingual children
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Speech rate and perceived language ability in bilingual school-age children
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Oral reading miscues and reading comprehension in young adult Spanish-English bilinguals
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