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Cognates are advantaged over non-cognates in early bilingual expressive vocabulary development

Author(s): Mitchell L; Tsui RK; Byers-Heinlein K;

Bilinguals need to learn two words for most concepts. These words are called translation equivalents, and those that also sound similar (e.g., banana-banane) are called cognates. Research has consistently shown that children and adults process and name cognates more easily than non-cognates. The present study explored if there is such an advantage for cog ...

Article GUID: 38087835


The more they hear the more they learn? Using data from bilinguals to test models of early lexical development

Author(s): Sander-Montant A; López Pérez M; Byers-Heinlein K;

Children have an early ability to learn and comprehend words, a skill that develops as they age. A critical question remains regarding what drives this development. Maturation-based theories emphasise cognitive maturity as a driver of comprehension, while accumulator theories emphasise children's accumulation of language experience over time. In this ...

Article GUID: 37402336


Are translation equivalents special? Evidence from simulations and empirical data from bilingual infants

Author(s): Tsui RK; Gonzalez-Barrero AM; Schott E; Byers-Heinlein K;

The acquisition of translation equivalents is often considered a special component of bilingual children's vocabulary development, as bilinguals have to learn words that share the same meaning across their two languages. This study examined three contrasting accounts for bilingual children's acquisition of translation equivalents relative to singl ...

Article GUID: 35430556


Fine-tuning language discrimination: Bilingual and monolingual infants' detection of language switching

Author(s): Schott E; Mastroberardino M; Fourakis E; Lew-Williams C; Byers-Heinlein K;

The ability to differentiate between two languages sets the stage for bilingual learning. Infants can discriminate languages when hearing long passages, but language switches often occur on short time scales with few cues to language identity. As bilingual infants begin learning sequences of sounds and words, how do they detect the dynamics of two languag ...

Article GUID: 34482624


Theory of mind development: State of the science and future directions.

Author(s): Poulin-Dubois D

This chapter offers a brief overview of how research on theory of mind development has developed over the recent years, with a focus on current research and theoretical accounts of theory of mind during the infancy period. The topics covered include the factors contributing to individual differences in theory of mind skills in preschoolers, the current re ...

Article GUID: 32859285


Statistical learning of multiple speech streams: A challenge for monolingual infants.

Author(s): Benitez VL, Bulgarelli F, Byers-Heinlein K, Saffran JR, Weiss DJ

Dev Sci. 2020 03;23(2):e12896 Authors: Benitez VL, Bulgarelli F, Byers-Heinlein K, Saffran JR, Weiss DJ

Article GUID: 31444822


Concurrent Validity of the Modified Checklist for Autism in Toddlers (M-CHAT): Socio-cognitive and Verbal Skills in 18-Month-Old Infants.

Author(s): Ruel A, Chiarella SS, Crivello C, Poulin-Dubois D

J Autism Dev Disord. 2020 Feb 04;: Authors: Ruel A, Chiarella SS, Crivello C, Poulin-Dubois D

Article GUID: 32020422


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