Current Search: Parra, Marisol. (x)
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Title
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False recognition driven by meaning and form: the dynamics of bilingual memory representations.
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Creator
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Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
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Abstract/Description
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Activation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to...
Show moreActivation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to words studied in the other language was an indication of these effects. This study further investigated whether false recognition based on meaning and/or form is modulated by bilingual language proficiency.
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Date Issued
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2013
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PURL
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http://purl.flvc.org/fcla/dt/3362571
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Subject Headings
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Psycholinguistics, Language and languages, Psychological aspects, Bilingualism, Psychological aspects, Learning, Psychology of, Recollection (Psychology)
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Format
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Document (PDF)
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Title
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Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals.
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Creator
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Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
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Abstract/Description
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This study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and...
Show moreThis study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and Spanish versions for the MacArthur-Bates Communicative Development Inventories. Nonword repetition accuracy was significantly related to both subsequent vocabulary size and grammatical complexity within and across languages after controlling for the percentage of input in English. The relations were not significantly higher within than between languages. The results suggest that in these young Spanish-English simultaneous bilinguals phonological memory is a language-general ability that contributes to the development of vocabulary and grammar in both English and Spanish.
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Date Issued
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2010
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PURL
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http://purl.flvc.org/FAU/1927606
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Subject Headings
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Language and languages, Physiological aspects, Bilingualism, Second language acquisition, Learning, Psychology of
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Format
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Document (PDF)
