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Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months.

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Title: Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months.
Authors: Havy, Mélanie (AUTHOR), Zesiger, Pascal E. (AUTHOR)
Source: Developmental Science. Jan2021, Vol. 24 Issue 1, p1-19. 19p.
Subjects: Visual learning, Auditory learning, Bilingualism, Learning ability testing, Speech perception, Bilingual education, Word recognition
Abstract: From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross‐modal word‐learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning ('same modality' condition: auditory test after auditory learning, visual test after visual learning) or in the other modality ('cross‐modality' condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross‐modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross‐modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross‐modal representation of visually learned words. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science 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: Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months.
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. Jan2021, Vol. 24 Issue 1, p1-19. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Visual+learning%22">Visual learning</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+learning%22">Auditory learning</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+ability+testing%22">Learning ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+perception%22">Speech perception</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink>
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  Data: From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross‐modal word‐learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning ('same modality' condition: auditory test after auditory learning, visual test after visual learning) or in the other modality ('cross‐modality' condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross‐modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross‐modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross‐modal representation of visually learned words. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Science 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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              Text: Jan2021
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