ArticleJournal of experimental child psychology2023
The effects of bilingualism on children's cross-situational word learning under different variability conditions.
Article in Journal of experimental child psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning.Journal of speech, language, and hearing research : JSLHR · 2026Article
- From Recognition to Production: Receptive and Expressive Cross-Situational Word Learning in Monolingual and Bilingual Children.Behavioral sciences (Basel, Switzerland) · 2026Article
- Novel Prototype and Exemplar (NPE) database: A set of 2700 novel 3D images with viewpoint and shape variations.Behavior research methods · 2025Article
- How do multiple meanings affect word learning and remapping?Memory & cognition · 2025Article
- Seeking Meaning: Incorporating Linguistic Information in Cross-Situational Verb Learning.Cognitive science · 2025Article
- From meaning to sound: how word learning shapes non-native speech perception.Frontiers in psychology · 2025Article
- Memory representations are flexibly adapted to orthographic systems: A comparison of English and Hebrew.Brain research · 2024Article
- What have we learned from 15 years of research on cross-situational word learning? A focused review.Frontiers in psychology · 2023Review
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Authors and funding
3 authors.
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Abstract
In the current study, we examined the separate and combined effects of exemplar and speaker variability on monolingual and bilingual children's cross-situational word learning performance. Results revealed that children's word learning performance did not differ when the input varied in a single dimension (i.e., exemplars or speakers) compared with a condition with no variability independent of their linguistic background. However, when performance in conditions that varied in a single dimension (i.e., exemplars or speakers) was compared with a condition that varied in multiple dimensions (i.e., exemplars and speakers), bilingual word learning advantages were observed; bilinguals were more likely to learn word-referent associations than monolinguals. Together, results suggest that children can learn and generalize word-referent associations from input that varies in exemplars and speakers and that bilingualism may bolster learning under conditions of increased input variability.
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