Conceptual distance and word learning: patterns of acquisition in Samoan-English bilingual children
Related Experiment Video
Updated: May 20, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
Published on: June 30, 2020
Gayle Hemsley1, Alison Holm, Barbara Dodd
1University of Queensland,Royal Brisbane and Women’s Hospital,Herston, Brisbane, Queensland 4029, Australia. gayleslp@hemsleys.net
Abstract:
This study investigated cross-linguistic influence in acquisition of a second lexicon, evaluating Samoan-English sequentially bilingual children (initial mean age 4 ; 9) during their first 18 months of school. Receptive and Expressive Vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2). Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 emerged more slowly. This suggests that L1 knowledge influences L2 lexical consolidation for sequential bilinguals. Words that require a conceptual shift from L1 take longer to consolidate and strengthen within the L2 lexicon.
Related Concept Videos
Language Development
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Language and Cognition
Components of Language
Learning Disabilities
Dyslexia
Dyslexia is a...
Purposive Learning
Associative Learning
Classical conditioning, also known...
