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    Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighbourhood Density

    257596.pdf (482.1Kb)
    Access Status
    Open access
    Authors
    Nair, V.
    Biedermann, Britta
    Nickels, B.
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Nair, V. and Biedermann, B. and Nickels, B. 2017. Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighbourhood Density. Journal of Speech, Language, and Hearing Research. 60: pp. 3551-3560.
    Source Title
    Journal of Speech, Language, and Hearing Research
    DOI
    10.1044/2017_JSLHR-L-15-0376
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/59595
    Collection
    • Curtin Research Publications
    Abstract

    Purpose: Previous research has shown that the language-learning mechanism is affected by bilingualism resulting in a novel word learning advantage for bilingual speakers. However, less is known about the factors that might influence this advantage. This article reports an investigation of 2 factors: phonotactic probability and phonological neighborhood density. Method: Acquisition of 15 novel words varying in phonotactic probability and phonological neighborhood density was examined in high-proficiency, early onset, Mandarin–English bilinguals and English monolinguals. Results: Both bilinguals and monolinguals demonstrated a significant effect of phonotactic probability and phonological neighborhood density. Novel word learning improved when the phonological neighborhood density was higher; in contrast, higher phonotactic probability resulted in worse learning. Although the bilingual speakers showed significantly better novel word learning than monolingual speakers, this did not interact with phonotactic probability and phonological neighborhood density manipulations. Conclusion: Both bilingual and monolingual word learning abilities are constrained by the same learning mechanisms. However, bilingual advantages may be underpinned by more effective allocation of cognitive resources due to their dual language experience.

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