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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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...
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Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Components of Language01:24

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
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Lateralization01:28

Lateralization

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Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
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Complementation Tests00:49

Complementation Tests

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A complementation test is a simple cross to identify whether the two mutations are located on the same gene or different genes. It was first performed by Edward Lewis in the 1940s while working on fruit flies. He developed the test to identify the location and arrangement of different mutations on chromosomes.
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Related Experiment Video

Updated: Aug 23, 2025

Examining Bilingual Language Control Using the Stroop Task
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Monolingual and bilingual children's production of complex syntactic structures.

Chloe Korade1, Elena Nicoladis1, Monique Charest1

  • 1University of Alberta, Canada.

Journal of Child Language
|November 3, 2022
PubMed
Summary

Bilingual children may excel in complex syntax, outperforming monolinguals on structured tasks. This suggests a potential strength in language development for simultaneous bilinguals.

Keywords:
Bilingual language developmentcomplex syntaxlanguage assessment

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Area of Science:

  • Child Language Acquisition
  • Bilingualism
  • Developmental Psycholinguistics

Background:

  • Bilingual children often show lower scores than monolinguals on standardized tests.
  • Naturalistic language assessments can reveal comparable performance in some areas.
  • Complex syntax production is a key area of language development.

Purpose of the Study:

  • To investigate complex syntax production in simultaneous French-English bilingual children.
  • To compare bilinguals with age-matched monolingual peers using structured and spontaneous measures.
  • To identify factors influencing complex syntax acquisition in bilinguals.

Main Methods:

  • Simultaneous French-English bilingual children and monolingual peers were assessed.
  • Structured language tasks were used to measure complex syntax.
  • Spontaneous language samples were collected and analyzed.
  • Predictors of complex syntax production were examined for each group.

Main Results:

  • Bilingual children surprisingly scored higher than monolinguals on the structured complex syntax task.
  • No significant group differences were observed in spontaneous complex syntax production.
  • Predictors of complex syntax varied between bilingual and monolingual groups and across tasks.
  • This contrasts with other language domains where bilingual development may appear protracted.

Conclusions:

  • Simultaneous bilingual children may exhibit a relative strength in complex syntax acquisition.
  • Syntactic knowledge transfer between languages could facilitate this development.
  • Language exposure differences may impact syntax less than other language subdomains.