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Labels or Concepts? The Development of Semantic Networks in Bilingual Two‐Year‐Olds
Author(s) -
Jardak Amel,
ByersHeinlein Krista
Publication year - 2018
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13050
Subject(s) - psychology , language development , child development , linguistics , cognitive psychology , cognitive development , semantics (computer science) , developmental psychology , cognitive science , cognition , computer science , philosophy , neuroscience , programming language
The adult lexicon links concepts and labels with related meanings (e.g., dog – cat ). How do children's encounters with concepts versus labels contribute to semantic development? Three studies investigated semantic priming in 40 monolinguals and 32 bilinguals, who have similar experience with concepts but different experience with labels (i.e., monolinguals hear “dog,” bilinguals hear “dog” and “chien”). Similarities in performance across monolinguals and bilinguals at age 24 months, as well as across bilinguals’ two languages at age 30 months, support the position that encounters with concepts contribute more to early semantic development than encounters with labels. Findings also suggest that the effects of semantic priming are challenging to observe at 24 months but are strong in bilinguals by age 30 months.