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Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development: Contributions of Child and Environmental Factors.

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Title: Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development: Contributions of Child and Environmental Factors.
Authors: Lauro, Justin (AUTHOR), Core, Cynthia (AUTHOR), Hoff, Erika (AUTHOR)
Source: Child Development. Nov/Dec2020, Vol. 91 Issue 6, p2063-2082. 20p. 6 Charts, 5 Graphs.
Subjects: Bilingualism in children, Individual differences, Spanish language, English language, Nonverbal intelligence tests, Education of mothers, Vocabulary, Phonology
Abstract: Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.‐born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children's phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of language exposure. In addition, nonverbal IQ was a significant predictor of English vocabulary; birth order and maternal education in Spanish were significant predictors of Spanish vocabulary. These findings expand our understanding of the sources of the wide heterogeneity in bilingual development and of the requirements that language acquisition makes of learners and their environments. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development: Contributions of Child and Environmental Factors.
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  Data: <searchLink fieldCode="AR" term="%22Lauro%2C+Justin%22">Lauro, Justin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Core%2C+Cynthia%22">Core, Cynthia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hoff%2C+Erika%22">Hoff, Erika</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Nov/Dec2020, Vol. 91 Issue 6, p2063-2082. 20p. 6 Charts, 5 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Bilingualism+in+children%22">Bilingualism in children</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+intelligence+tests%22">Nonverbal intelligence tests</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+mothers%22">Education of mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink>
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  Data: Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.‐born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children's phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of language exposure. In addition, nonverbal IQ was a significant predictor of English vocabulary; birth order and maternal education in Spanish were significant predictors of Spanish vocabulary. These findings expand our understanding of the sources of the wide heterogeneity in bilingual development and of the requirements that language acquisition makes of learners and their environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.13409
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      – Code: eng
        Text: English
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        PageCount: 20
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        Type: general
      – SubjectFull: Individual differences
        Type: general
      – SubjectFull: Spanish language
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      – SubjectFull: English language
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      – SubjectFull: Nonverbal intelligence tests
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      – SubjectFull: Education of mothers
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      – SubjectFull: Vocabulary
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      – SubjectFull: Phonology
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            – D: 01
              M: 11
              Text: Nov/Dec2020
              Type: published
              Y: 2020
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