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Family constellation and language experience as influences on bilingual first language acquisition
Title
Family constellation and language experience as influences on bilingual first language acquisition.
Creator
Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed...
Show moreThis study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed that only children with two native Spanish-speaking parents had larger Spanish than English vocabularies and experienced more hours of Spanish-only exposure and Spanish-only conversational contexts. Analysis of covariance demonstrated that the effect of family composition on vocabulary balance was completely mediated by the balance of English and Spanish in the children's language exposure. There was no evidence of a unique effect of experiencing Spanish-only conversational contexts or partners on children's acquisition of Spanish.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/246048
Subject Headings
Language acquisition, Parent participation, Language arts (Early childhood), Hispanic American families, Language, Bilingualism in children
Format
Document (PDF)
Gesture and learning about objects
Title
Gesture and learning about objects.
Creator
Freund, Robert R., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
The role of gestures in determining the use of familiar and novel tools was explored. In the first study, participants were shown gestures for tools corresponding either to tool design, or to the physical affordances of a puzzle designed for each tool. In the second study, two additional conditions were added. In the first, gestures were used that did not correspond to tool design or the puzzle affordances. The second was a control condition in which no gestures were shown. Results indicate...
Show moreThe role of gestures in determining the use of familiar and novel tools was explored. In the first study, participants were shown gestures for tools corresponding either to tool design, or to the physical affordances of a puzzle designed for each tool. In the second study, two additional conditions were added. In the first, gestures were used that did not correspond to tool design or the puzzle affordances. The second was a control condition in which no gestures were shown. Results indicate that the demonstration of gestures appropriate to a novel problem situation facilitate creative use of tools. Additionally, attention to tool and puzzle affordances is effective for creative tool use when no gestural input is present. However, knowledge of tool design may interfere with this creative application. Performance is further hindered by the demonstration of gestures consistent with tool design, which may prime individuals to rely on the design stance.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/1927868
Subject Headings
Gesture, Language and languages, Origin, Mind and body, Social aspects, Performance art, Influence
Format
Document (PDF)
Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use
Title
Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use.
Creator
Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
The current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and...
Show moreThe current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and productive language development in English and in Spanish were collected concurrently.... Consistent with sociolinguistic theories that propose that language separation is necessary for heritage language maintenance, children who were exposed to more language intermingling were more English-dominant. Both sensitivity to the language context and children's language dominance were related to children's production of mixed utterances. Children code-switched more when speaking in their less proficient language and when in the context of minority language use.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3355870
Subject Headings
Language arts (Early childhood), Language acquisition, Parent participation, Hispanic American families, Language, Bilingualism in children, Code switching (Linguistics), Sociolinguistics
Format
Document (PDF)
Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds
Title
Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds.
Creator
Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input...
Show morePrevious studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004633, http://purl.flvc.org/fau/fd/FA00004633
Subject Headings
Language arts (Early childhood), Language acquisition--Parent participation., Sociolinguistics., Bilingualism in children., Psycholinguistics., Interpersonal communication--Psychological aspects.
Format
Document (PDF)