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DOLL > bilingualism > Flashcards

bilingualism Flashcards

1
Q

EAL

A

20% rise
leeds primary school - 95%
- challenge for teachers
-respond well to exposure

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2
Q

bilingual

A

dependent on: fluent vs functional:

  • when learnt, how learnt
  • similarity between languages
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3
Q

Types of bilingual

A

simultaneous - learning 2 at the same time
early sequential/successive - pre-adolescence
late bilingualism - after adolescence

active or passive
have to consider exposure

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4
Q

quantifying bilingualism

A

very rare to be balanced

-measures: language spoke, who speaks, where, how often, language of activities

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5
Q

what happens when learn more than 1 language

A

phonemes in Korean + english differ in pronunciation

-exposed to phonemes that exist in just 1 language - retain all

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6
Q

challenges of researching bilingualism

A
  • lots of variation
  • how to measure proficiency
  • how to make meaninful comparisons - match groups
  • account context of exposure
  • social status of languages
  • SES confounds
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7
Q

categorical perception

A

when more than 1 language - hearing greater range of contrast so remain sensitive to them all

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8
Q

sentivity to familiar languages

A

sensitive to more languages - can take longer to respond

  • longer to attend in native than unfamiliar
  • monolinguals longer to orient to unfamiliar than native
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9
Q

why does it take bilinguals longer?

A

competition + flecible access

have to identify which language spoken - decide to tune in to stimuli

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10
Q

Ramirez 2017

A

brain imaging - response 11m olds
english monolinguals, spanish bilinguals
-play standard sound then one exclusive to language - whether sensitive
-babies equally responsive to english deviant
-only spanish group sensitive to spanish deviant
-bilingual show responses to sounds from both languages - retained sensitivity
-seen in temporal + frontal areas (EF)

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11
Q

vocabulary

A

size in one smaller, bigger overall

  • standard english vocab scores - monolinguals significantly higher than biliguals
  • not due to SES
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12
Q

adult vocabulary

A 
gap in number of words may persist or close - but issue becomes of leical access
-slower in picture naming
verbal fluency tasks
more tip of the tongue 
word identification
interference in lexical decision tasks

bilinguals of all ages scored lower

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13
Q

weaker links hypothesis

A

speak more than 1 language - they’re speaking each language less often
-have less practice in accessing representations of each form of word - lweaker links

access less often - less strong links - slower access trying to access word

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14
Q

challenges for constraint

A

whole object constraint

  • wont find in bilinguall
  • older more likely to suspend mutual exclusivity
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15
Q

word learning in children

A

Gross 2014

  • teaching novel words mapped to familiar/unfamiliar
  • learnt paired word
  • FORCED CHOICE RECOGNITION TASK
  • when unfamiliar word used - word learning similar
  • familiar - bilingual advantage - much more ready to accept new name for something that already has a name
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16
Q

critical periods

A

evidence from feral children

-critical period for second language learning

17
Q

Johnson + Newport 1989

A

gets harder as you get older

Bilingual chinese/korean moved to US

  • GRAMMATICALITY JUDGEMENT TASK
  • negative correlation performance and age arrived in US - exposure
  • young age = better

profiency in language correlated with amount of exposure in language

18
Q

accent

A

korean speakers all arrived in US

  • repeat english sentences + speech rated for accent + phonology
  • –correlation arrival at younger age - lower foreign accent
19
Q

grammar

A

those arrived in US earlier better at detecting

-once controlled time in education - disappears - how much exposure to formal education

20
Q

Hakuta

A

large scale study bilingual
-weak measure of language profiency
gradual decline with age of immigration + amount of formal education

21
Q

cognition

A

metalinguistic tasks

metalinguistic awareness - nonverbal

  • bilingual better at thinking about own use
  • GRAMMATICALITY JUDGEMENT TASK
  • nonsense sentences - bilingual better at detecting grammar
22
Q

martin 2004

A

DIMENSIONAL CHANGE CARD SORTING TASK - shape sort, then switch and sort colour

  • perseveration errors
  • bilingual better ability to switch and inhibit
23
Q

carlson 2008

A

9 EF tasks - children 5-7

  • monolingual, bilingual, learning L2
  • bilingual better in tasks with element of conflict resoution - have to inhibit
  • delay tasks - all 3 groups equivalent
24
Q

simon task - conflict resolution

A

make response + ignore irrelevent

-bilingual advantage across lifespan

25
Q

stroop task

A

name colour + not word

-monolingual large cost when have to name ink colour, bilinguals have resudced

26
Q

wM

A

no advantage for traditional tasks, only when EF demands are increased

27
Q

Adescope review 2010

A

difference

Bialystock

28
Q

debate around bilingual advantage in EF

A

Greenberg - 3 studies adults

  • proficient in english + use both regularly
  • no EF bilingual advantage
29
Q

why were they reporting advantages?

A

-small + unusual samples
-havent tested interaction
-havent controlled demographics
-tasks not valid
since 2011 80% failed to find - advantage exaggerated - publication bias

30
Q

cognitive ageing

A

EF tasks get worse with age
implies EF that underlies successful performance affected by cog aging
bilingual maybe dont show effects

31
Q

Bialystock - demantia

A

bilingual - 4 year later onset of demensia

- How well educated can protect

32
Q

cognitive reserve

A

sustained mental activity protects against dementia

33
Q

Gold 2015

A

delayed onset of dementia - same mechanisms in advantage of EF

34
Q

more using EF taks

A

active use is what delays

DOLL (7 decks)

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