Author(s): Ruan Y; Byers-Heinlein K; Orena AJ; Polka L;

Language mixing is a common feature of many bilingually-raised children's input. Yet how it is related to their language development remains an open question. The current study investigated mixed-language input indexed by observed (30-second segment) co ...

Article GUID: 38187471

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 a ...

Article GUID: 37402336

Author(s): Abashidze D; Schmidt A; Trofimovich P; Mercier J;

Previous research on the processing of language embedded in a rich visual context has revealed the strong effect that a recently viewed action event has on language comprehension. It has been shown that listeners are more likely to view the target object of ...

Article GUID: 37179896

Author(s): Grant AM; Kousaie S; Coulter K; Gilbert AC; Baum SR; Gracco V; Titone D; Klein D; Phillips NA; ...

Research on bilingualism has grown exponentially in recent years. However, the comprehension of speech in noise, given the ubiquity of both bilingualism and noisy environments, has seen only limite ...

Article GUID: 35548507

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 contra ...

Article GUID: 35430556

Author(s): Byers-Heinlein K; Jardak A; Fourakis E; Lew-Williams C;

Language mixing is common in bilingual children's learning environments. Here, we investigated effects of language mixing on children's learning of new words. We tested two groups of 3-year-old bilinguals: French-English (Experiment 1) and Spanish-E ...

Article GUID: 35399292

Author(s): Fibla L; Kosie JE; Kircher R; Lew-Williams C; Byers-Heinlein K;

Many infants and children around the world grow up exposed to two or more languages. Their success in learning each of their languages is a direct consequence of the quantity and quality of their everyday language experience, including at home, in daycare a ...

Article GUID: 35224184

Author(s): Kousaie S; Chen JK; Baum SR; Phillips NA; Titone D; Klein D;

A longstanding question in cognitive neuroscience and in the bilingualism literature is how early language experience influences brain development and cognitive outcomes, and whether these effects are global or specific to language-related processes. The cu ...

Article GUID: 34728242

Author(s): Gilbert AC; Lee JG; Coulter K; Wolpert MA; Kousaie S; Gracco VL; Klein D; Titone D; Phillips NA; Baum SR; ...

Previous studies of word segmentation in a second language have yielded equivocal results. This is not surprising given the differences in the bilingual experience and proficiency of the participan ...

Article GUID: 34603133

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 ...

Article GUID: 34482624

Author(s): Gilbert AC, Honda CT, Phillips NA, Baum SR

We examined lexical stress processing in English-French bilinguals. Auditory mismatch negativity (MMN) responses were recorded in response to English and French pseudowords, whose primary stress occurred either on a language-consistent "usual" or language-i ...

Article GUID: 33333337