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Onset of word form recognition in English, Welsh, and English-Welsh bilingual infants

Vihman, Marilyn May, Thierry, Guillaume, Lum, Jarrad, Keren-Portnoy, Tamar and Martin, Pam 2007, Onset of word form recognition in English, Welsh, and English-Welsh bilingual infants, Applied psycholinguistics: psychological and linguistic studies across languages and learners, vol. 28, pp. 475-493, doi: 10.1017/S0142716407070269.

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Title Onset of word form recognition in English, Welsh, and English-Welsh bilingual infants
Author(s) Vihman, Marilyn May
Thierry, Guillaume
Lum, JarradORCID iD for Lum, Jarrad orcid.org/0000-0003-2098-2403
Keren-Portnoy, Tamar
Martin, Pam
Journal name Applied psycholinguistics: psychological and linguistic studies across languages and learners
Volume number 28
Start page 475
End page 493
Publisher Cambridge University Press
Place of publication New York, N.Y.
Publication date 2007
ISSN 0142-7164
1469-1817
Summary Children raised in the home as English or Welsh monolinguals or English–Welsh bilinguals were tested on untrained word form recognition using both behavioral and neurophysiological procedures. Behavioral measures confirmed the onset of a familiarity effect at 11 months in English but failed to identify it in monolingual Welsh infants between 9 and 12 months. In the neurophysiological procedure the familiarity effect was detected as early as 10 months in English but did not reach significance in monolingual Welsh. Bilingual children showed word form familiarity effects by 11 months in both languages and also revealed an online time course for word recognition that combined effects found for monolingual English and Welsh. To account for the findings, accentual, grammatical, and sociolinguistic differences between English and Welsh are considered.
Language eng
DOI 10.1017/S0142716407070269
Field of Research 170103 Educational Psychology
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2007, Cambridge University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007370

Document type: Journal Article
Collection: School of Psychology
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