Psy1306 Language and Thought Bilingualism. Why study bilingualism? Multilinguals > Monolinguals...
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Transcript of Psy1306 Language and Thought Bilingualism. Why study bilingualism? Multilinguals > Monolinguals...
Psy1306 Psy1306 Language and ThoughtLanguage and Thought
BilingualismBilingualism
Why study Why study bilingualism?bilingualism? Multilinguals > MonolingualsMultilinguals > Monolinguals # grow up monolingual = # grow up # grow up monolingual = # grow up
bilingualbilingual More children educated in 2nd or 3rd More children educated in 2nd or 3rd
language than in 1stlanguage than in 1st Multilingual countriesMultilingual countries
– US: min 14.3 million spanish/english bilingualsUS: min 14.3 million spanish/english bilinguals– Eritrea: educated in Tigrigna, Arabic, EnglishEritrea: educated in Tigrigna, Arabic, English– India: 15 official languages, 1,650 spokenIndia: 15 official languages, 1,650 spoken– New Guinea: 870 languages, typical person New Guinea: 870 languages, typical person
speaks 3 languagesspeaks 3 languages
Slides 2-16 from M. Le Corre.
Why study Why study bilingualism?bilingualism? Test limits of human cognition & Test limits of human cognition &
language faculty language faculty – Is language faculty “monolingual” or Is language faculty “monolingual” or
“multilingual”?“multilingual”?– Does learning a second language Does learning a second language
cause developmental delays?cause developmental delays?
Bilingual first Bilingual first language acquisitionlanguage acquisition Mish-mash theory: Mish-mash theory:
– Unitary LAD initially treats two Unitary LAD initially treats two languages as single language and languages as single language and mashes them up. Differentiate later.mashes them up. Differentiate later.
Differentiation theory:Differentiation theory:– We are all born multilingual! We are all born multilingual!
Distinguish languages from the start Distinguish languages from the start and keep them separate.and keep them separate.
Mish-mash or Mish-mash or DifferentiationDifferentiation PhonologyPhonology Lexical/semantic developmentLexical/semantic development Bilingual grammar developmentBilingual grammar development Pragmatic developmentPragmatic development
– Sensitive to language of interlocutor?Sensitive to language of interlocutor?
PhonologyPhonology
Supra-segmental features (rhythm, Supra-segmental features (rhythm, stress-timing) of babbling: stress-timing) of babbling: – English and French have different supra-English and French have different supra-
segmental featuressegmental features e.g. English: KINGdom (e.g. English: KINGdom (first first syllable syllable longer, longer,
louder, higher pitchedlouder, higher pitched) ) e.g French: surprise (syllables e.g French: surprise (syllables same pitch and same pitch and
loudnessloudness but but lastlast syllable longer) syllable longer)
PhonologyPhonology
Do French/English babies distinguish Do French/English babies distinguish these supra-segmental patterns? these supra-segmental patterns? (Maneva (Maneva & Genesee, 2002)& Genesee, 2002)
– YES!!YES!! Babbling with French father: shows phonological Babbling with French father: shows phonological
features of Frenchfeatures of French Babbling with English mother: shows phonological Babbling with English mother: shows phonological
features of Frenchfeatures of French
French/English word French/English word segmentation segmentation (Polka & (Polka & Sundara, 2003)Sundara, 2003) 9 French/English 8-month olds9 French/English 8-month olds Use Juscyck Headturn Preference Use Juscyck Headturn Preference
paradigmparadigm– Familiarize to bisyllabic word (e.g. Familiarize to bisyllabic word (e.g.
kingdom or beret)kingdom or beret)– Test passages Test passages
In French for French fam., in English for English In French for French fam., in English for English fam.fam.
With familiarized word (beret or kingdom)With familiarized word (beret or kingdom) Without familiarized word (devis or hamlet)Without familiarized word (devis or hamlet)
– Test whether headturn times are differentTest whether headturn times are different
Bilingual babies are Bilingual babies are not confused!not confused!
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Lexical DevelopmentLexical Development
Mutual Exclusivity/principle of Mutual Exclusivity/principle of contrastcontrast– Essence: no two words have the same Essence: no two words have the same
meaningmeaning
What should happen if mish-mash? What should happen if mish-mash? – No translation equivalents!No translation equivalents!
1-year old bilinguals restrict 1-year old bilinguals restrict Mutual Exclusivity to each Mutual Exclusivity to each language!language!
0
20
40
60
80
100
Fren
ch-E
nglis
h 1;
2
Fren
ch-E
nglis
h 1;
6
Fren
ch-L
SQ 1
;2
Fren
ch-L
SQ 1
;6
Engl
ish-
Span
ish
1;2
Engl
ish-
Span
ish
1;6
Engl
ish-
Span
ish
1;3
Engl
ish-
Span
ish
1;6
% t
ran
sla
tion
eq
uiv
ale
nts
From Petitto, 2001
SyntaxSyntax
How can we tell whether children How can we tell whether children have distinct grammars or just a have distinct grammars or just a mish-mash?mish-mash?
How early do we want to look?How early do we want to look?– Two-word combinations Two-word combinations
SyntaxSyntax
How can we tell whether children have two How can we tell whether children have two distinct grammars or just a mish-mash?distinct grammars or just a mish-mash?– Look at lexically unilingual utterances (De Houwer, Look at lexically unilingual utterances (De Houwer,
2005)2005) Contrasting structures:Contrasting structures:
– French vs. English: NegationFrench vs. English: Negation– ““I do I do NOTNOT likelike peas” & “J’ peas” & “J’aimeaime PASPAS les pois” les pois”– Diff: keep negation syntax separateDiff: keep negation syntax separate– MM: mix-up systemsMM: mix-up systems
“ “I I likelike NOTNOT peas” & “Je peas” & “Je PASPAS aimeaime les pois” les pois” Same structure: emerge at same or different Same structure: emerge at same or different
time?time?– E.g. conjugated (finite) vs. infinitive (non-E.g. conjugated (finite) vs. infinitive (non-
finite)finite)
Review of 15+ Review of 15+ longitudinal studies longitudinal studies (De (De Houwer, 2005)Houwer, 2005)
29 children, ages 1 to 6 29 children, ages 1 to 6 One parent, one languageOne parent, one language
Spanish/Basque, French/Swedish, French/English Spanish/Basque, French/Swedish, French/English Latvian/English, Japanese/Engiish, Italian/English… Latvian/English, Japanese/Engiish, Italian/English…
Multiple aspects of syntax studiedMultiple aspects of syntax studied– Gender, pronouns, verb morphology, Gender, pronouns, verb morphology,
negation, word order…negation, word order… ALLALL children keep syntactic systems children keep syntactic systems
separate for all dimensions studiedseparate for all dimensions studied– E.g French/English don’t mix up negation E.g French/English don’t mix up negation
syntax (Paradis & Genesee, 1996)syntax (Paradis & Genesee, 1996)
Bimodal 2 year-olds keep Bimodal 2 year-olds keep grammars separate in real grammars separate in real time!time! Take children who speak French & sign in Take children who speak French & sign in
Langue des Signes QuLangue des Signes Québécoiseébécoise Look at times when sign & speak at same Look at times when sign & speak at same
time. What happens?time. What happens? Simultaneous speak/sign have distinct word Simultaneous speak/sign have distinct word
order!order!
SpokenSpoken My dogMy dog My friendMy friend Cow small Cow small cowcow
SignedSigned dog mydog my Friend myFriend my Small cow Small cow cowcow
Petitto et al., 2001
Bilingualism & NeurolinguisticsBilingualism & NeurolinguisticsKim, Relkin, Lee, & Hirsch Kim, Relkin, Lee, & Hirsch (1997)(1997)
Task: Have bilinguals imagine Task: Have bilinguals imagine speaking in one language. Then speaking in one language. Then imagine speaking in the other imagine speaking in the other language.language.
Vary: late and early bilingualsVary: late and early bilinguals
Bilingualism & NeurolinguisticsBilingualism & NeurolinguisticsKim, Relkin, Lee, & Hirsch Kim, Relkin, Lee, & Hirsch (1997)(1997)
Broca’s Area: Areas quite distinct for Late Bilinguals, but high overlap for Early Bilinguals.Wernicke’s Area: High overlap for both late and early bilinguals.
Two LexiconsTwo Lexicons
L1
L1
L1
L1 L1
L1
L1
L1L2 L2
L2
L2
L2
L2
L2
L2
Language 1Language 2
Slides Adapted from Bialystok
Lexical Retrieval and Executive Function
Receptive VocabularyReceptive Vocabulary
PPVT (Peabody PPVT (Peabody Picture Vocabulary Picture Vocabulary Test)Test)– Examiner provides Examiner provides
meaning, and meaning, and Examinee picks Examinee picks picture.picture.
Combined # of Ss: Combined # of Ss: N=528N=528– 5 y.o. = 975 y.o. = 97– 6 y.o. = 3416 y.o. = 341– 7 y.o. = 567 y.o. = 56– 8 y.o. = 348 y.o. = 34
Lexical Retrieval and Executive Function
Score
Two LexiconsTwo Lexicons
L1
L1
L1
L1 L1
L1
L1
L1L2 L2
L2
L2
L2
L2
L2
L2
Attend
Ignore
Slides Adapted from Bialystok
Causing lexical conflict!
Lexical Retrieval and Executive Function
Lexical RetrievalLexical Retrieval
Boston Picture Boston Picture NamingNaming
Letter and category Letter and category fluencyfluency– Name words that Name words that
begin with “F”begin with “F”– Name words in the Name words in the
category “Animals”category “Animals”
Lexical Retrieval and Executive Function
Two LexiconsTwo Lexicons
L1
L1
L1
L1 L1
L1
L1
L1L2 L2
L2
L2
L2
L2
L2
L2
AttendIgnore
Switching requires executive control.
Lexical Retrieval and Executive Function
Pre-frontal Cortex and Pre-frontal Cortex and Executive FunctionExecutive Function
http://vvi.onstreammedia.com/cgi-bin/visearch?user=pbs-saf&template=play220asf.html&query=%2A&squery=%2BClipID%3A3+%2BVideoAsset%3Apbssaf1302&inputField=%20&entire=No&ccstart=608200&ccend=1421260&videoID=pbssaf1302
““Why kids don’t get Why kids don’t get it”it”
Lexical Retrieval and Executive Function
Development of Executive Development of Executive ProcessesProcesses
Last area of brain (frontal lobes) to mature
Last cognitive skills to develop in childhood, first to decline with aging
Children typically develop control over attention and inhibition at about 5 years
Experience in managing two languages may promote this development
Lexical Retrieval and Executive Function
Sorting TasksSorting TasksBialystok (1999); Bialystok & Martin (2004)(4.5 y.o. – 6.5 y.o.)
Perceptual yellow vs. green square vs. circle
Conceptual play things vs. clothing things inside the house vs.
things outside the house.
Lexical Retrieval and Executive Function
Post-Switch ScoresPost-Switch ScoresBialystok (1999); Bialystok & Martin (2004)
* NO DIFFERENCE BETWEEN MONO & BI PRE-SWITCH!!!
Lexical Retrieval and Executive Function
Embedded vs. Reversible Embedded vs. Reversible FiguresFiguresBialystok & Shapero (2005) 5 ½years olds
– 27 Monolinguals– 26 Bilinguals
Lexical Retrieval and Executive Function
Embedded FigureReversible Figures
Embedded vs. Reversible Embedded vs. Reversible FiguresFiguresBialystok & Shapero (2005) Embedded Figure Task requires pattern analysis
to find the hidden component. There is no conflict.
Reversible Figure Task requires re-assigning a meaning that conflicts with the current interpretation. – It must stop being “a face” for the image to reverse to
“saxophone player”.
Effect of bilingualism advantage is in processing conflict – i.e., Ambiguous Figure Task
Lexical Retrieval and Executive Function
Simon TaskSimon Task
When you see RED, tap with your right hand.
When you see BLUE, tap with your left hand.
Lexical Retrieval and Executive Function
Simon TaskSimon TaskMartin & BialystokMartin & Bialystok
Lexical Retrieval and Executive Function
(Incongruent – Congruent)
Bilingualism and Aging: Simon Bilingualism and Aging: Simon TaskTaskBialystok, Craik, Klein, & Viswanathan (2004)Bialystok, Craik, Klein, & Viswanathan (2004)
Lexical Retrieval and Executive Function
Control Data by DecadeControl Data by Decade
* Groups matched by intelligence test, language proficiency, & working memory.
Lexical Retrieval and Executive Function
Bilingualism and Aging: Simon Bilingualism and Aging: Simon TaskTaskBialystok, Craik, Klein, & Viswanathan (2004)Bialystok, Craik, Klein, & Viswanathan (2004)
Lexical Retrieval and Executive Function
Simon Task Data by Simon Task Data by DecadeDecade
Lexical Retrieval and Executive Function
Stroop Task: Word Stroop Task: Word ConditionCondition
blackblack
greengreen
redred
blueblue
blackblack
blueblue
greengreen
blueblue
blueblue
yellowyellow
greengreen
yellowyellow
blackblack
redred
redred
blueblue
yellowgreenblueyellowredbluegreengreen
Lexical Retrieval and Executive Function
Stroop Task: Color Stroop Task: Color NamingNaming
xxxxxxxx
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Lexical Retrieval and Executive Function
Stroop Task: TestStroop Task: Test(Incongruent vs. (Incongruent vs. Congruent)Congruent)greengreen
blackblack
blueblue
yellowyellow
blackblack
blueblue
blackblack
greengreen
redred
blueblue
yellowyellow
redred
greengreen
brownbrown
blackblack
blueblue
yellowgreenblueredblack greenblueyellow
Lexical Retrieval and Executive Function
Stroop Task DesignStroop Task Design
Test: Name the print colorCongruent Trials
Incongruent TrialsRead the Word
Name the Color
Correct answer for all 4 trial types = “RED”
Control Conditions
Lexical Retrieval and Executive Function
Control ConditionsControl Conditions
Lexical Retrieval and Executive Function
Stroop DataStroop Data(Bilingual advantage, Bilingual Aging advantage)(Bilingual advantage, Bilingual Aging advantage)
Lexical Retrieval and Executive Function
Relevance of lab Relevance of lab studies?studies? Newest study show bilinguals out-perform Newest study show bilinguals out-perform
monolinguals in driving simulations.monolinguals in driving simulations.
Lexical Retrieval and Executive Function
But I would not recommend this EVEN if you are a bilingual!!!
Don’t try this at home (or out on the road)!
Summary of Bilingual Summary of Bilingual Effect on CognitionEffect on CognitionDisadvantages for lexical retrieval Vocabulary
– PPVT Fluency
– Fluency and Boston Naming
Advantages for executive function Control of attention
– Simon task, Stroop task Switching
– Reversible Figures, Card Sort
Lexical Retrieval and Executive Function
Left-over/not discussed studies Left-over/not discussed studies from previous classesfrom previous classes
Results
Categories were nonsense terms ‘Leebish’ and ‘Grecious’
Type I Type II