{"title":"Prediction during spoken language processing in monolingual and multilingual children","authors":"Jasmijn E. Bosch, F. Foppolo","doi":"10.1075/lab.22099.bos","DOIUrl":null,"url":null,"abstract":"\n Listeners use linguistic cues to anticipate upcoming words, but not all do so to the same extent. While we know\n that monolingual children use prediction during spoken language processing from a young age and that adult L2 speakers may\n sometimes be slower, very few studies have focused on bilingual or multilingual children. Moreover, previous research suggests\n that literacy boosts anticipation in spoken language processing, but this has not been tested yet in bi/multilinguals. We\n investigated linguistic prediction and its relation to reading and vocabulary skills in 38 eight- to twelve-year-old bilingual and\n multilingual children who speak different heritage languages and Italian as the majority language, in comparison to 32 age-matched\n monolingual Italian children. Using a visual world eye tracking method, we tested children’s ability to anticipate nouns based on\n morphosyntactic cues (gender- and number-marked articles) in Italian. The results show efficient prediction in both groups,\n although monolinguals were faster than bi/multilinguals. While we found a positive relation between predictive language processing\n and reading in monolingual children, there were no reliable effects in bilingual and multilingual children. Future work is\n required to better understand the relation between prediction and literacy in this population.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistic Approaches To Bilingualism","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1075/lab.22099.bos","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
Listeners use linguistic cues to anticipate upcoming words, but not all do so to the same extent. While we know
that monolingual children use prediction during spoken language processing from a young age and that adult L2 speakers may
sometimes be slower, very few studies have focused on bilingual or multilingual children. Moreover, previous research suggests
that literacy boosts anticipation in spoken language processing, but this has not been tested yet in bi/multilinguals. We
investigated linguistic prediction and its relation to reading and vocabulary skills in 38 eight- to twelve-year-old bilingual and
multilingual children who speak different heritage languages and Italian as the majority language, in comparison to 32 age-matched
monolingual Italian children. Using a visual world eye tracking method, we tested children’s ability to anticipate nouns based on
morphosyntactic cues (gender- and number-marked articles) in Italian. The results show efficient prediction in both groups,
although monolinguals were faster than bi/multilinguals. While we found a positive relation between predictive language processing
and reading in monolingual children, there were no reliable effects in bilingual and multilingual children. Future work is
required to better understand the relation between prediction and literacy in this population.
期刊介绍:
LAB provides an outlet for cutting-edge, contemporary studies on bilingualism. LAB assumes a broad definition of bilingualism, including: adult L2 acquisition, simultaneous child bilingualism, child L2 acquisition, adult heritage speaker competence, L1 attrition in L2/Ln environments, and adult L3/Ln acquisition. LAB solicits high quality articles of original research assuming any cognitive science approach to understanding the mental representation of bilingual language competence and performance, including cognitive linguistics, emergentism/connectionism, generative theories, psycholinguistic and processing accounts, and covering typical and atypical populations.