Lexical structure in monolingual and bilingual Spanish-Speaking Children in US

美国单语和双语西班牙语儿童的词汇结构

• 批准号: 8786366
• 负责人: Stephanie De Anda
• 金额: $ 3.42万
• 依托单位: SAN DIEGO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8786366
• 关键词: Address; Adult; Age; Age-Months; Area; Behavioral; Brain; Canis familiaris; Child; Child Language; Cognition; Communities; Comprehension; Development; Educational process of instructing; Environment; Exposure to; Felis catus; Frequencies; Friends; Growth; Infant; Influentials; Intervention; Investigation; Knowledge; Language; Language Development; Learning; Life; Linguistics; Longitudinal Studies; Measures; Memory; Modality; National Institute of Child Health and Human Development; Nature; Oral; Population; Process; Psycholinguistics; Readiness; Reading; Research; Schools; Semantic memory; Semantics; Staging; Structure; System; Testing; Time; Touch sensation; Variant; Visual; Vocabulary; Work; Writing; base; computerized; experience; flexibility; haptics; health disparity; language comprehension; lexical; literacy; public health relevance; reading ability; response; skills

DESCRIPTION (provided by applicant): Extant research on vocabulary development in pre-school children focuses on understanding the breadth and depth of the growing lexicon. The vocabulary system, however, comprises the lexicalization of concepts, and also the broader system of connections between words and concepts. The next step in understanding the earliest stages of vocabulary growth is to investigate these connections, as this process is central to understanding how children construct meaning and organize the world around them. For example, when and how do children learn that cat and dog are related? Similarly, how do Spanish-English bilinguals learn that cat and gato refer to the same concept? Such questions have spurred debate in the field of psycholinguistics about the representation of multiple languages in the adult brain. However, to understand how flexible systems emerge, we must investigate these questions from a developmental perspective (Francis, 2005). The recent use of direct response measures in children within the second year of life allows us to explore lexical networks at the earliest stages of emergence by using infants' prompted looking times and touch responses (Arias-Trejo & Plunkett, 2009; Singh, 2013; Poulin-Dubois et al, 2012). Understanding semantic development and its relation to language experience will answer important questions about language and concept representation in development. Further, the proposed research will help to clarify the relationship between language experience and cognition, as we investigate single and dual language learning and its effects on conceptual development in two understudied populations. In particular, Spanish monolinguals and bilinguals make up a significant and rapidly growing proportion of children in the U.S. Despite this, they have been the focus of relatively little research on early lexical development. Indeed, the NICHD has taken a recent focus on understanding health disparities in the US. Consistent with this focus, it is important to extend investigations of early language to children across linguistic communities. The proposed research plan will evaluate lexico-semantic development in Spanish monolingual and Spanish-English bilingual infants within the second year of life by examining responses using a Preferential Looking Paradigm, as well as an adaptation of the Computerized Comprehension Task (Friend & Keplinger, 2008; Friend, Schmitt, & Simpson, 2012). Specifically, the proposed research plan will directly compare lexico-semantic priming in monolingual and bilingual infants. By comparing visual and haptic response modalities, the research will assess the strength of lexico-semantic connections within and across languages, and how factors such as SES, language dominance, proficiency, and age influence lexical organization. Evaluating differences in early lexical development informs our understanding of preparedness for literacy, as oral language skills are the cornerstone of later reading skills. By examining early oral language acquisition, we can inform reading intervention and teaching strategies that are sensitive to English and Spanish speakers alike.

描述（由申请人提供）：现有关于学龄前儿童词汇发展的研究侧重于了解不断增长的词汇的广度和深度。然而，词汇系统包括概念的词汇化，以及单词和概念之间更广泛的联系系统。了解词汇增长最早阶段的下一步是研究这些联系，因为这个过程对于理解儿童如何构建意义和组织周围的世界至关重要。例如，孩子们何时以及如何得知猫和狗有亲缘关系？同样，西班牙语-英语双语者如何得知 cat 和 gato 指的是同一个概念？这些问题引发了心理语言学领域关于成人大脑中多种语言表征的争论。然而，为了理解灵活系统是如何出现的，我们必须从发展的角度研究这些问题（Francis，2005）。最近对两岁以内的儿童使用直接反应措施使我们能够探索词汇 通过使用婴儿提示的观看时间和触摸反应，在出现的最早阶段建立网络（Arias-Trejo & Plunkett，2009；Singh，2013；Poulin-Dubois 等，2012）。了解语义发展及其与语言体验的关系将回答有关发展中的语言和概念表示的重要问题。此外，当我们研究单语言和双语言学习及其对两个被研究人群的概念发展的影响时，拟议的研究将有助于澄清语言体验和认知之间的关系。特别是，西班牙语单语者和双语者在美国儿童中所占比例显着且快速增长。尽管如此，早期词汇发展研究的重点相对较少。事实上，NICHD 最近重点关注了解美国的健康差异。与这一重点相一致，将早期语言的研究扩展到各个语言社区的儿童非常重要。拟议的研究计划将通过使用优先查找范式以及计算机理解任务的改编来检查反应，评估出生后第二年内西班牙语单语和西班牙语-英语双语婴儿的词汇语义发展（Friend＆Keplinger，2008）朋友，施密特和辛普森，2012）。具体来说，拟议的研究计划将直接比较单语和双语婴儿的词汇语义启动。通过比较视觉和触觉反应方式，该研究将评估语言内部和语言之间的词汇语义联系的强度，以及社会经济地位、语言优势、熟练程度和年龄等因素如何影响词汇组织。评估早期词汇发展的差异可以帮助我们理解识字准备，因为口语技能是后期阅读技能的基石。通过检查早期口语习得，我们可以了解对英语和西班牙语使用者敏感的阅读干预和教学策略。