scholarly journals Conceptual Scoring of Receptive and Expressive Vocabulary Measures in Simultaneous and Sequential Bilingual Children

2014 ◽  
Vol 23 (4) ◽  
pp. 574-586 ◽  
Author(s):  
Megan Gross ◽  
Milijana Buac ◽  
Margarita Kaushanskaya
Keyword(s):  
Bilingual Children ◽  
Group Differences ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Opportunity To Respond ◽  
Significant Difference ◽  
Expressive Modality ◽  
English Speaking ◽  
Language Measures ◽  
The Average Range

Purpose The authors examined the effects of conceptual scoring on the performance of simultaneous and sequential bilinguals on standardized receptive and expressive vocabulary measures in English and Spanish. Method Participants included 40 English-speaking monolingual children, 39 simultaneous Spanish–English bilingual children, and 19 sequential bilingual children, ages 5–7. The children completed standardized receptive and expressive vocabulary measures in English and also in Spanish for those who were bilingual. After the standardized administration, bilingual children were given the opportunity to respond to missed items in their other language to obtain a conceptual score. Results Controlling for group differences in socioeconomic status (SES), both simultaneous and sequential bilingual children scored significantly below monolingual children on single-language measures of English receptive and expressive vocabulary. Conceptual scoring removed the significant difference between monolingual and simultaneous bilingual children in the receptive modality but not in the expressive modality; differences remained between monolingual and sequential bilingual children in both modalities. However, in both bilingual groups, conceptual scoring increased the proportion of children with vocabulary scores within the average range. Conclusion Conceptual scoring does not fully ameliorate the bias inherent in single-language standardized vocabulary measures for bilingual children, but the procedures employed here may assist in ruling out vocabulary deficits, particularly in typically developing simultaneous bilingual children.

Lexical decision task for taxonomic and thematic categorization in typically developing Kannada-English-speaking bilingual children

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Shilpa Nanjappa ◽  
Sandra Sebastian ◽  
M.S. Deepa
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Bilingual Children ◽  
Decision Task ◽  
Typically Developing ◽  
Male And Female ◽  
Taxonomic Relation ◽  
Significant Difference ◽  
Female Children ◽  
English Speaking

AbstractThe present study investigated the association between the taxonomic, thematic and combined (taxonomic-thematic) conditions during the lexical decision task in Kannada-English speaking bilingual children. Further, the study explored the nature of categorization skills in typically developing Kannada-English speaking bilingual children with respect to the taxonomy and thematic aspects across gender.Considered for the study were 20 preschool children including ten boys and ten girls in the age range of 4–5 years. A total of 50 pictures, including ten target, ten taxonomically related, ten thematically related and 20 distracters were taken from an internet source. Three tasks were introduced to examine the association of the pictures based on taxonomic, thematic and combined conditions. For the first and second task (considered as Experiment I), the children were expected to relate pictures based on taxonomic relationship followed by thematic relationship in the second task. For the final task (Experiment II), both relationships (taxonomic and thematic) were given for each target picture, and the children were expected to relate it with either one of them. Responses were scored and statistically analyzed.There was a significant difference in the performances between male and female children for the taxonomic condition but not for the other two tasks (i.e. thematic and combined conditions). The comparison across three conditions revealed that the performance of those children varied between the conditions. Further, on pair-wise comparison, there was a significant difference for both combined-thematic and combined-taxonomic conditions but not for taxonomic and thematic conditions.The study supports the phenomenon of “thematic to taxonomic shift”, which is found to be emerging in pre-school children. This occurs differently among male and female children. The preferences of thematic relation as opposed to taxonomic relation is highlighted in the present study.

Performance on nonlinguistic visual tasks by children with language impairment

2008 ◽  
Vol 29 (2) ◽  
pp. 237-268 ◽  
Author(s):  
JENNIFER WINDSOR ◽  
KATHRYN KOHNERT ◽  
AMANDA L. LOXTERCAMP ◽  
PUI-FONG KAN
Keyword(s):  
Task Performance ◽  
Language Impairment ◽  
Task Difficulty ◽  
Bilingual Children ◽  
Group Differences ◽  
Typically Developing ◽  
Motor Speed ◽  
Typically Developing Children ◽  
Visual Tasks ◽  
English Speaking

ABSTRACTThe performance of 8- to 13-year-old monolingual English-speaking children with language impairment (LI) on seven nonlinguistic tasks was compared with two groups of typically developing children, monolingual English-speaking children, and proficient Spanish–English sequential bilingual children. Group differences were apparent, with a key finding that the LI group was observably slower than both typical groups in mental rotation and arithmetic, and also slower than the typical monolingual group in odd man out, pattern matching, and form completion. Overall, the response time (RT) increased equivalently across groups as task difficulty increased. Chronological age and perceptual–motor speed contributed to task performance, especially for the shorter tasks. RT trajectories across the 6-year age span showed that task RT decreased with age, but with greater variability for longer tasks that may also be more vulnerable to the effect of experience.

Phonological Skills in Predominantly English-Speaking, Predominantly Spanish-Speaking, and Spanish-English Bilingual Children

2005 ◽  
Vol 36 (3) ◽  
pp. 201-218 ◽  
Author(s):  
Brian A. Goldstein ◽  
Leah Fabiano ◽  
Patricia Swasey Washington
Keyword(s):  
English Speakers ◽  
Bilingual Children ◽  
Typically Developing ◽  
Phonological Skills ◽  
Spanish Speaking ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Significant Difference ◽  
English Speaking ◽  
The Relationship

Purpose: There is a paucity of information detailing the phonological skills of Spanish-English bilingual children and comparing that information to information concerning the phonological skills of predominantly English-speaking (PE) and predominantly Spanish-speaking (PS) children. The purpose of this study was to examine the relationship between amount of output (i.e., percentage of time each language was spoken) in each language and phonological skills in Spanish-English bilingual children and PE and PS children. Method: Fifteen typically developing children, ranging in age from 5;0 (years;months) to 5;5 (mean=5;2), participated in the study. The participants consisted of 5 PE speakers, 5 PS speakers, and 5 bilingual (Spanish-English) speakers. A single-word assessment was used to gather information on phonological skills (consonant accuracy, type and frequency of substitutions, frequency of occurrence of phonological patterns [e.g., cluster reduction], accuracy of syllable types [e.g., CV, CVC, CCV, etc.]), and type and rate of cross-linguistic effects. Results: The results indicated that there was no significant correlation between amount of output in each language and phonological skills either in the Spanish skills of PS children and Spanish-English bilingual speakers or in the English skills of PE children and Spanish-English bilingual speakers. In addition, there was no significant difference in segmental accuracy, syllabic accuracy, or percentage of occurrence of phonological patterns between either the Spanish skills of PS children and Spanish-English bilingual speakers or the English skills of PE children and Spanish-English bilingual speakers. Finally, the children showed a limited number of cross-linguistic effects. Clinical Implications: Results from this study indicate no link between parent estimates of language output and phonological skill and demonstrate that Spanish-English bilingual children will have commensurate, although not identical, phonological skills as compared to age-matched PS and PE children.

English Past Tense Use in Bilingual Children With Language Impairment

2005 ◽  
Vol 14 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Peggy F. Jacobson ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Past Tense ◽  
Typically Developing ◽  
Language Differences ◽  
Error Patterns ◽  
History Of ◽  
English Speaking ◽  
Irregular Verbs ◽  
Verb Categories

Grammatical measures that distinguish language differences from language disorders in bilingual children are scarce. This study examined English past tense morphology in sequential bilingual Spanish/English-speaking children, age 7;0–9;0 (years;months). Twelve bilingual children with language impairment (LI) or history of LI and 15 typically developing (TD) bilingual children participated. Thirty-six instances of the past tense including regular, irregular, and novel verbs were examined using an elicited production task. By examining English past tense morphology in sequential bilinguals, we uncovered similarities and differences in the error patterns of TD children and children with LI. The groups differed in the overall accuracy of past tense use according to verb type, as well as the characteristic error patterns. Children with LI performed lower than their TD peers on all verb categories, with an interaction between verb type and group. TD children were better at producing regular verbs and exhibited more productive errors (e.g., overregularization). Conversely, children with LI performed relatively better on irregular verbs and poorest on novel verbs, and they exhibited more nonproductive errors (e.g., bare stem verbs). The results have important clinical implications for the assessment of morphological productivity in Spanish-speaking children who are learning English sequentially.

Phonological awareness in young second language learners

1995 ◽  
Vol 22 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Maggie Bruck ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learners ◽  
Second Language Learners ◽  
Phoneme Awareness ◽  
Bilingual Children ◽  
Group Differences ◽  
Bilingual Group ◽  
English Speaking

ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

Effect of speaker certainty on novel word learning in monolingual and bilingual children

2018 ◽  
Vol 22 (04) ◽  
pp. 883-895 ◽  
Author(s):  
MILIJANA BUAC ◽  
AURÉLIE TAUZIN-LARCHÉ ◽  
EMILY WEISBERG ◽  
MARGARITA KAUSHANSKAYA
Keyword(s):  
Word Learning ◽  
Learning Performance ◽  
Bilingual Children ◽  
Group Differences ◽  
Language Experience ◽  
English Bilingual ◽  
English Speaking ◽  
Novel Word Learning ◽  
Linguistic Backgrounds ◽  
Novel Words

In the present study, we examined the effect of speaker certainty on word-learning performance in English-speaking monolingual (MAge = 6.40) and Spanish–English bilingual (MAge = 6.58) children. No group differences were observed when children learned novel words from a certain speaker. However, bilingual children were more willing to learn novel words from an uncertain speaker than their monolingual peers. These findings indicate that language experience influences how children weigh cues to speaker credibility during learning and suggest that children with more diverse linguistic backgrounds (i.e., bilinguals) are less prone to prioritizing information based on speaker certainty.

Conceptual Versus Monolingual Scoring

2005 ◽  
Vol 36 (3) ◽  
pp. 188-200 ◽  
Author(s):  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Melissa García ◽  
Celina Cortez
Keyword(s):  
Bilingual Children ◽  
Clinical Implications ◽  
Typically Developing ◽  
Phase 2 ◽  
Classification Analysis ◽  
Test Items ◽  
Spanish Speaking ◽  
Semantic Development ◽  
Language Exposure ◽  
The Average Range

Purpose:This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children.Method:In Study 1, 55 TD children (ages 4;0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items. The extent to which children produced overlapping responses in each of their languages and their errors were examined. In Study 2, 40 TD children (ages 5;0 to 6;1), group matched for age and bilingual language exposure, responded to the Phase 2 version of the Bilingual English Spanish Assessment (BESA; E. D. Peña, V. Gutierrez-Clellen, A. Iglesias, B. A. Goldstein, & L. M. Bedore, in development). Conceptual and monolingual scores were compared to determine the extent to which these were comparable for groups of children.Results:The results of Study 1 indicated that TD children from bilingual backgrounds are more likely to produce unique than overlapping responses when they respond to test items. Children were more likely to code switch when tested in Spanish than in English, but they were more likely to produce errors in English. In Study 2, monolingual and bilingual children achieved comparable conceptual scores. For Spanish-speaking bilingual children, the conceptual score was more likely to be in the average range of the monolingual children than was their monolingual score. For testing in English, monolingual and conceptual scores were similar.Clinical Implications:Bilingual children will benefit from conceptual scoring, especially when they are tested in Spanish.

Reception Thresholds for Sentences in Quiet and Noise for Monolingual English and Bilingual Mandarin-English Listeners

2010 ◽  
Vol 21 (04) ◽  
pp. 239-248 ◽  
Author(s):  
Andrew Stuart ◽  
Jianliang Zhang ◽  
Shannon Swink
Keyword(s):  
Masking Effect ◽  
Group Differences ◽  
Hearing In Noise ◽  
Significant Difference ◽  
Quasi Experimental ◽  
English Speaking ◽  
Continuous Noise ◽  
Noise Test ◽  
Release From Masking ◽  
L1 And L2

Background: Bilingual (BL) listeners' difficulties in adverse noise conditions are exacerbated when perceiving their second language (L2) relative to their first language (L1). Perception of L2 is also significantly poorer by BL listeners compared to native monolingual (ML) listeners. Purpose: The purpose of the study was to examine the effect of stationary and nonstationary energetic noise maskers on L1 and L2 speech perception in native and nonnative listeners. Research Design: A mixed multivariate quasi-experimental design was employed. Study Sample: Two groups of 12 ML English-speaking and BL Mandarin-English-speaking normal-hearing young adult female volunteers participated. Data Collection and Analysis: An adaptive technique was employed to determine reception thresholds for sentences (RTSs) in quiet and in backgrounds of competing continuous and interrupted noise. The noises differed only in their temporal continuity. The sentence stimuli employed consisted of the Hearing in Noise Test (HINT) and the Mandarin Hearing in Noise Test (MHINT). ML participants received the HINT stimuli while the BL participants received both HINT and MHINT stimuli. Between-group differences in RTSs were examined for the same stimuli (i.e., HINT) and for L1 stimuli (i.e., HINT vs. MHINT). Within-group differences in RTSs were examined with the BL participants' perception of L1 and L2 stimuli (i.e., MHINT vs. HINT). The amount of “release from masking” (i.e., the difference of RTS signal-to-noise ratios [SNRs] in interrupted and continuous noise) was also examined between and within groups. Results: In quiet there was no significant difference in mean RTSs between the BL and ML participants with their respective L1 stimuli; MLs had significantly lower mean RTSs in English compared to the BLs; and mean RTSs for the BLs were significantly lower for L1 versus L2 stimulus. In noise, a significantly higher RTS SNR was found for the MLs in continuous noise but not interrupted noise for L1 stimuli compared to the BLs; BLs had a significantly higher mean RTSs in English compared to the MLs; and BLs had significantly higher mean RTSs for L2 versus L1 stimuli. The release from masking was significantly greater for MLs compared to BLs with their respective L1 stimuli and with the same English stimuli. There was no significant difference for the BLs' release from masking with L1 versus L2 stimulus. Conclusion: BL listeners display significantly poorer performance when perceiving nonnative L2 sentences in quiet and in continuous and interrupted noise relative ML listeners. When listening to their respective native L1 sentences, only a difference in continuous noise was found. This difference was attributed to differential masking effect on the English stimuli. Similar performance in the interrupted noise between the ML and BL participants with L1 stimuli and the equivalent release from masking with the BL participants for both L1 and L2 stimuli suggest comparable basic auditory temporal resolving capacities between these ethnic groups.

scholarly journals Evaluating English Morpheme Accuracy, Diversity, and Productivity Measures in Language Samples of Developing Bilinguals

2018 ◽  
Vol 49 (2) ◽  
pp. 260-276 ◽  
Author(s):  
Irina Potapova ◽  
Sophia Kelly ◽  
Philip N. Combiths ◽  
Sonja L. Pruitt-Lord
Keyword(s):  
Language Skills ◽  
Preschool Age ◽  
Group Differences ◽  
Morphological Development ◽  
Typically Developing ◽  
Case Examples ◽  
English Bilingual ◽  
Accuracy Measure ◽  
Language Measures ◽  
Language Sample

PurposeThis work explores the clinical relevance of three measures of morpheme use for preschool-age Spanish–English bilingual children with varying language skills. The 3 measures reflect accuracy, diversity (the tense marker total), and productivity (the tense and agreement productivity score [TAP score]) of the English tense and agreement system.MethodMeasures were generated from language samples collected at the beginning and end of the participants' preschool year. Participants included 74 typically developing Spanish–English bilinguals and 19 peers with low language skills. The morpheme measures were evaluated with regard to their relationships with other language sample measures, their ability to reflect group differences, and their potential for capturing morphological development at group and individual levels.ResultsAcross both groups, the tense marker total and TAP scores were associated with other language measures and demonstrated both group differences and growth over time. The accuracy measure met few of these benchmarks.ConclusionThe tense marker total and TAP score, which were designed to capture emerging morphological abilities, contribute valuable information to a comprehensive language assessment of young bilinguals developing English. Case examples are provided to illustrate the clinical significance of including these measures in assessment.

scholarly journals Mental State Verb Production as a Measure of Perspective Taking in Narrations of Individuals With Down Syndrome

2021 ◽  
Vol 6 ◽  
Author(s):  
Isabel Neitzel ◽  
Martina Penke
Keyword(s):  
Down Syndrome ◽  
Mental State ◽  
Perspective Taking ◽  
Syntactic Analysis ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Complex Sentence ◽  
Frequent Use ◽  
Language Measures ◽  
The Relationship

Introduction: Perspective taking is an important ability to enrich narrations by empathizing with a real or fictional character. Mental state verbs (MSV) are a good indicator for this ability as they serve to reflect the mindset that the narrator attributes to a protagonist. Especially syntactic abilities have been argued to be relevant for MSV use. Investigating persons with Down Syndrome (DS) is likely to provide important insights into the relationship of MSV use and syntactic abilities: MSV are mostly used in complex sentence structures, which are a frequent difficulty for individuals with this syndrome. Indeed, previous investigations have found first evidence for impaired MSV production in individuals with DS, indicating a link to syntactic abilities and expressive vocabulary. Our aim was to provide evidence on MSV production and on the syntactic context of MSV production in individuals with DS and to target a possible connection to both cognitive and language abilities using specific language assessments. Typically-developing (pre-)school children were included as a comparison group to identify impaired respectively developmentally-adequate performance.Method: 28 individuals with Down syndrome (aged 10; 0–20; 1 years) participated in a battery of cognitive, narrative and language measures. MSV-performance and syntactical context of MSV use were compared to data from 33 typically-developing children aged 3–9 years. We also analyzed the relationship between MSV production and language performance (vocabulary, syntax measures, mean length of utterance).Results: The total number and types of MSV used were comparable for individuals with DS and TD. Moreover, a syntactic analysis indicated that individuals with DS and TD use MSV in the same syntactic contexts. Nevertheless, the syntactic difficulties of participants with DS are reflected in their frequent use of MSV in sentence-fragments. Correlations over the DS group yielded that syntactic abilities were not decisive for the richness and diversity of MSV in narrations.Conclusion: Our findings suggest a comparable performance in MSV use in individuals with DS and school-aged TD children. The data indicate that MSV production is possible even with an impaired syntax suggesting unimpaired perspective taking abilities in individuals with DS.

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