Early Bilingual Language Learning in Multi-Speaker Environments

多说话者环境中的早期双语学习

• 批准号: 9766090
• 负责人: Christine Potter
• 金额: $ 6.82万
• 依托单位: PRINCETON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9766090
• 关键词: Address; Adult; Affect; Attention; Censuses; Child; Clinic; Complex; Cues; Data; Development; Early Intervention; Educational Models; Environment; Foundations; Future; Goals; Health; Hearing; Home environment; Individual; Infant; Institution; Intervention; Label; Language; Language Development; Lead; Learning; Light; Linguistics; National Institute of Child Health and Human Development; Parents; Pattern; Population; Process; Research; Role; Science; Shapes; Signal Transduction; Specialist; Speech; Speech Perception; Stimulus; Stream; Structure; Testing; Toddler; United States; Vocabulary; Work; base; bilingualism; design; educational atmosphere; expectation; experience; experimental study; improved; insight; interest; language outcome; simulation; skills; therapy design; word learning

PROJECT SUMMARY In bilingual environments, children must separately discover the regularities in each of their two languages. It has been suggested that this process may be easier when each language can be associated with a particular speaker (e.g., one parent speaks one language, while the other speaks the second). However, there have been no direct empirical tests of this proposal. The proposed experiments will test the principle behind this question, that reliable associations between speaker and language facilitate learning of linguistic structures, in both simulated and real bilingual environments. This research will therefore provide insights that are both crucial for the scientific understanding of bilingualism and of great interest to parents and educators seeking to improve language outcomes for bilingual children. Specific Aim 1 is to examine how infants make use of the presence of different speakers to inform their learning. Our studies will compare and contrast bilingual and monolingual infants’ attention to the correspondence between speakers and the input they provide. Though it has been assumed that consistent associations make it easier for bilingual infants to separate the languages in their environment, there is no evidence demonstrating that infants track this association. Experiment 1 will provide the first empirical test of whether bilingual and/or monolingual infants keep track of the languages used by new speakers in their environment. In a preliminary study, we simulated two bilingual environments that varied in whether structure was systematically tied to a speaker. We found that monolingual infants showed no difference in their learning, suggesting that they did not benefit from the added consistency. Experiment 2 will test whether bilingual infants, whose home environment contains different cues, show enhanced learning when there are correlations between speaker and structure. Specific Aim 2 will apply these questions to real bilingual experience and ask whether consistent speaker cues facilitate bilingual language learning. Experiment 3 will use a lab-based manipulation to test whether bilingual toddlers are better able to learn new labels that are produced by speakers who consistently use a single language. In Experiment 4, we will explore these effects in real home environments. We will collect recordings from bilingual homes and ask whether toddlers who experience more consistent language use in their daily lives show enhanced vocabulary development. Together, these studies will provide the most rigorous test to date of whether bilingual children benefit from hearing individual speakers remain consistent in their language use and thus will inform future practices and interventions designed to promote dual language learning.

项目概要 在双语环境中，孩子们必须分别发现两种语言的规律。 有人建议，当每种语言都可以与特定的语言相关联时，这个过程可能会更容易。 说话者（例如，父母一方说一种语言，而另一方说第二种语言）。 该提议尚未进行直接的实证测试，所提出的实验将测试其背后的原理。 问题是，说话者和语言之间的可靠关联有助于语言结构的学习， 因此，这项研究将提供模拟和真实双语环境的见解。 对于科学理解双语至关重要，也引起了寻求双语的家长和教育工作者的极大兴趣。 改善双语儿童的语言成果。 具体目标 1 是检查婴儿如何利用不同说话者的存在来告知他们的情况 我们的研究将比较和对比双语和单语婴儿对学习的注意力。 尽管假设说话者和他们提供的输入之间的对应关系是一致的。 关联使双语婴儿更容易区分环境中的语言，没有 实验 1 表明婴儿追踪这种关联的证据将提供第一个实证检验。 双语和/或单语婴儿是否会记住新说话者在他们的语言中使用的语言 在一项初步研究中，我们模拟了两种结构不同的双语环境。 我们发现单语婴儿在学习上没有表现出差异， 这表明他们并没有从增加的一致性中受益，实验 2 将测试双语婴儿是否会这样做。 家庭环境包含不同的线索，当存在相关性时表现出更强的学习能力 具体目标 2 将把这些问题应用到真实的双语体验中并提出问题。 实验 3 将使用基于实验室的语言提示是否有助于双语学习。 测试双语幼儿是否能够更好地学习由双语者产生的新标签的操作 在实验 4 中，我们将在真实的家庭中探索这些影响。 我们将从双语家庭收集录音，并询问幼儿是否经历过更多的环境。 这些研究表明，日常生活中一致的语言使用增强了词汇发展。 将提供迄今为止最严格的测试，以确定双语儿童是否受益于聆听个别讲话者的声音 保持语言使用的一致性，从而为未来的实践和干预措施提供信息 促进双语学习。