When Words Shift: Age and Language of Elicitation Influence Syntagmatic-Paradigmatic Shifts in Bilingual Children

The shift from syntagmatic to paradigmatic associations is a developmental process occurring from approximately the ages of six to nine years and plays an important role in language development. Syntagmatic relationships refer to words that co-occur due to their mutual dependency connection (e.g., "The dog barks"). Paradigmatic relationships are words within the same category (e.g., cat, kitten). In Study 1, we tested 244 Spanish-English bilingual children in grades 1 to 3 (M age = 7.87 years, 54.5% female) enrolled in dual language programs in California, USA. Children completed a matching task in both English and Spanish featuring both syntagmatic and paradigmatic lexical associations. Results showed significantly higher accuracy for older students than for younger students, higher accuracy in English than in Spanish for both paradigmatic and syntagmatic associations, and higher accuracy in paradigmatic associations in English and syntagmatic associations in Spanish. In Study 2, we conducted cognitive interviews with a separate sample of 13 Spanish-English bilingual children (M age = 8.96 years, 46.15% female) to explore how they reasoned through their word pair choices when completing the task. Children primarily relied on paradigmatic associations, using strategies like synonymy, antonymy, and category overlap, while also employing syntagmatic associations and thematic relatedness as less frequent but important reasoning strategies. Implications for early language development are discussed.