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One world, two languages: cross-language semantic priming in bilingual toddlers
1National University of Singapore.
Child Development
|June 28, 2013
Summary
This study shows that bilingual toddlers exhibit semantic priming within and across languages, but only when the prime is in their dominant language. This suggests language dominance influences memory interconnectivity in early bilingual development.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Psycholinguistics
Background:
- The interconnectedness of memory systems in bilingual individuals is a complex and debated topic.
- Semantic priming is a valuable tool for investigating cognitive processes in early bilingualism.
Purpose of the Study:
- To investigate semantic priming effects within and across languages in bilingual toddlers.
- To explore the influence of language dominance on semantic facilitation in early bilingual memory.
Main Methods:
- A semantic priming task was administered to 21 bilingual toddlers aged 2.5 years.
- Priming effects were measured both within each participant's languages and across their languages.
Main Results:
- The study found the first evidence of both cross-language and within-language semantic priming in bilingual toddlers.
- Priming effects were observed only when the prime word was presented in the child's dominant language.
- The magnitude of priming was comparable whether it occurred within or across languages.
Conclusions:
- Bilingual toddlers demonstrate significant interconnectivity between their languages.
- Language dominance plays a crucial role in modulating semantic priming effects.
- These findings contribute to refining developmental models of bilingual memory and cognition.
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