ArticleBilingualism (Cambridge, England)2024
The role of bilingualism in paired-associate and cross-situational word learning.
Article in Bilingualism (Cambridge, England), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- From Recognition to Production: Receptive and Expressive Cross-Situational Word Learning in Monolingual and Bilingual Children.Behavioral sciences (Basel, Switzerland) · 2026Article
- Novel word learning over different time scales: A comparison of paired-associate and cross-situational paradigms.Learning and individual differences · 2025Article
- How do multiple meanings affect word learning and remapping?Memory & cognition · 2025Article
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2 authors.
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Abstract
In adulthood, novel words are commonly encountered in the context of sequential language learning, and to a lesser extent, when learning a new word in one's native language. Paired-associate (PAL) and cross-situational word learning (CSWL) paradigms have been studied separately, under distinct theoretical umbrellas, limiting the understanding of the mechanisms underlying the learning process in each. We tested 126 monolinguals and 111 bilinguals on PAL and CSWL, manipulating familiarity and measuring verbal working memory. Results revealed highly similar learning performance across groups, both demonstrating better performance in PAL than in CSWL, similar sensitivity to familiarity, and similar reliance on phonological working memory. We observed a trend such that bilinguals outperformed monolinguals in PAL but not in CSWL, but this trend was weak. Findings indicate limited effects of bilingualism on word learning in adulthood and suggest highly similar word learning mechanisms in learners with different linguistic experiences.
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