Bilson Samuel, Yoshida Hanako, Tran Crystal D, Woods Elizabeth A, Hills Thomas T
Institute of Mathematics, University of Warwick, United Kingdom.
Department of Psychology, University of Houston, United States.
Cognition. 2015 Jul;140:122-34. doi: 10.1016/j.cognition.2015.03.013. Epub 2015 Apr 20.
Bilingual first language learners face unique challenges that may influence the rate and order of early word learning relative to monolinguals. A comparison of the productive vocabularies of 435 children between the ages of 6 months and 7 years-181 of which were bilingual English learners-found that monolinguals learned both English words and all-language concepts faster than bilinguals. However, bilinguals showed an enhancement of an effect previously found in monolinguals-the preference for learning words with more associative cues. Though both monolinguals and bilinguals were best fit by a similar model of word learning, semantic network structure and growth indicated that the two groups were learning English words in a different order. Further, in comparison with a model of two-monolinguals-in-one-mind, bilinguals overproduced translational equivalents. Our results support an emergent account of bilingual first language acquisition, where learning a word in one language facilitates its acquisition in a second language.
双语第一语言学习者面临着独特的挑战，这些挑战可能会影响他们相对于单语者早期词汇学习的速度和顺序。对435名年龄在6个月至7岁之间的儿童的产出性词汇进行比较——其中181名是双语英语学习者——发现单语者学习英语单词和所有语言概念的速度都比双语者快。然而，双语者表现出了一种先前在单语者中发现的效应的增强——对学习具有更多联想线索的单词的偏好。虽然单语者和双语者都最适合用类似的词汇学习模型来解释，但语义网络结构和发展表明，两组学习英语单词的顺序不同。此外，与“一个头脑中有两个单语者”的模型相比，双语者过度产出了翻译对等词。我们的结果支持了双语第一语言习得的一种新兴观点，即在一种语言中学习一个单词会促进在另一种语言中对它的习得。
