The University of Arizona, Tuczon.
Arizona State University, Tempe.
J Speech Lang Hear Res. 2019 Jul 15;62(7):2332-2360. doi: 10.1044/2019_JSLHR-L-18-0009. Epub 2019 Jun 21.
Purpose We compared novel word learning in 2nd-grade children with typical development who were Spanish-English bilinguals to English monolinguals to understand word learning in bilingual children. Method Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that assessed word learning in 6 different contexts. The tasks measured children's ability to link novel names with novel objects/actions, make decisions about the accuracy of those names and objects/actions, recognize the semantic features of the objects/actions, and produce the novel names. For analysis, we used Bayesian repeated-measures analyses of covariance with Bayesian independent-samples t tests to clarify interactions. Results Monolingual and bilingual children differed in some, but not most, word learning situations. There was at least moderate evidence that bilingual children were less accurate at naming in 1 condition and at detecting mispronunciations in 3 of 6 contexts and were less accurate at judging semantic features of a referent when that referent was paired with orthographic information. Discussion Among children with typical development, there were few differences in novel word learning between monolingual and bilingual participants. When differences did occur, they suggested that bilinguals were more accepting of phonological variations of word productions than their monolingual peers.
目的 我们比较了具有典型发展的 2 年级西班牙裔英语双语儿童与英语单语儿童的新词学习，以了解双语儿童的词汇学习情况。
方法 儿童（单语者 n = 167，双语者 n = 76）参与了 5 项基于计算机的任务，这些任务评估了 6 种不同情境下的词汇学习。这些任务衡量了孩子们将新名称与新物体/动作联系起来的能力、对这些名称和物体/动作的准确性做出决策的能力、识别物体/动作的语义特征的能力以及生成新名称的能力。为了进行分析，我们使用了贝叶斯重复测量协方差分析和贝叶斯独立样本 t 检验来澄清交互作用。
结果 单语和双语儿童在某些但不是大多数词汇学习情境中存在差异。至少有中度证据表明，双语儿童在一种情况下命名的准确性较低，在 6 种情境中的 3 种情况下检测发音错误的准确性较低，在将指代对象与拼写信息配对时判断指代对象语义特征的准确性也较低。
讨论 在具有典型发展的儿童中，单语和双语参与者在新词学习方面几乎没有差异。当差异确实存在时，它们表明双语者比他们的单语同龄人更能接受单词发音的语音变化。
