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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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Relations between phonology, grammar, and the lexicon in bilinguals. ...
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Relations between phonological production, grammar and the lexicon in bilingual French-English children
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In: Int J Billing (2021)
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Relations between phonological production, grammar and the lexicon in bilingual French-English children
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In: ISSN: 1367-0069 ; International journal of bilingualism (2021) P. 136700692110319 (2021)
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French lexical–phonological development (Kehoe et al., 2020) ...
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French lexical–phonological development (Kehoe et al., 2020) ...
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Lexical-Semantic Development in Bilingual Toddlers at 18 and 24 Months
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In: Front Psychol (2020)
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Abstract:
An important question in early bilingual first language acquisition concerns the development of lexical-semantic associations within and across two languages. The present study investigates the earliest emergence of lexical-semantic priming at 18 and 24 months in Spanish-English bilinguals (N = 32) and its relation to vocabulary knowledge within and across languages. Results indicate a remarkably similar pattern of development between monolingual and bilingual children, such that lexical-semantic development begins at 18 months and strengthens by 24 months. Further, measures of cross-language lexical knowledge are stronger predictors of children’s lexical-semantic processing skill than measures that capture single-language knowledge only. This suggests that children make use of both languages when processing semantic information. Together these findings inform the understanding of the relation between lexical-semantic breadth and organization in the context of dual language learners in early development.
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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7773918/ https://doi.org/10.3389/fpsyg.2020.508363
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Continuity in language development: Predictions from decontextualized vocabulary and lexical access
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Do early lexical skills predict language outcome at 3 years? A longitudinal study of French-speaking children
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In: Infant Behav Dev (2019)
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A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness
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Language Status at Age 3: Group and Individual Prediction from Vocabulary Comprehension in the Second Year
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The organization of words and environmental sounds in the 2(nd) year: Behavioral and Electrophysiological evidence
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The relation between phonological and lexical development in French-speaking children
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Lexical-Semantic Development in Monolingual and Bilingual Children
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Translation Equivalents Facilitate Lexical Access in Very Young Bilinguals
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In: Biling (Camb Engl) (2017)
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Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach
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Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development*
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Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development
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In: DeAnda, Stephanie; Hendrickson, Kristi; Zesiger, Pascal; Poulin-Dubois, Diane; & Friend, Margaret. (2016). Lexical access in the second year: A cross-linguistic study of monolingual and bilingual vocabulary development. UC San Diego: Department of Linguistics, UCSD. Retrieved from: http://www.escholarship.org/uc/item/695597dn (2016)
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