Relations among language exposure, phonological memory, and language development in Spanish-English bilingually developing 2-year-olds |
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Authors: | Marisol Parra Erika Hoff |
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Affiliation: | a Department of Psychology, Florida Atlantic University, Davie, FL 33314, USA b Department of Communication Sciences and Disorders, Florida Atlantic University, Davie, FL 33314, USA |
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Abstract: | The relation of phonological memory to language experience and development was investigated in 41 Spanish-English bilingual first language learners. The children’s relative exposure to English and Spanish and their phonological memory for English- and Spanish-like nonwords were assessed at 22 months of age, and their productive vocabulary and grammar in both languages were assessed at 25 months of age. Phonological memory for English-like nonwords was highly correlated with that for Spanish-like nonwords, and each was related to vocabulary and grammar in both languages, suggesting a language-general component to phonological memory skill. In addition, there was evidence of language-specific benefits of language exposure to phonological memory skill and of language-specific benefits of phonological memory skill to language development. |
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Keywords: | Phonological memory Phonological representations Vocabulary development Grammatical development Bilingual development Language specificity Language input |
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