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oapen-20.500.12657-237012024-03-22T19:23:04Z Chapter 13 Cognitive Effects of Bilingualism in Infancy Kovács, Ágnes Melinda Nicoladis, Elena Montanari, Simona Bilingualism Applied Linguistics Psycholinguistics Cognitive Linguistics thema EDItEUR::C Language and Linguistics::CF Linguistics thema EDItEUR::C Language and Linguistics::CF Linguistics::CFD Psycholinguistics and cognitive linguistics thema EDItEUR::C Language and Linguistics::CF Linguistics::CFD Psycholinguistics and cognitive linguistics::CFDM Bilingualism and multilingualism Exposure to multiple languages is a very common phenomenon even during early childhood. Although learning just one language is a major accomplishment in itself, the challenge for infants born in multilingual environments must be still greater. In contemporary societies many children grow up in bilingual families and have to learn to cope with different languages. However, a single language milieu is still the standard model for investigating language acquisition even though a great proportion of children are raised with more than one language. As bilingual children presumably have to learn twice as much as their mono-lingual peers, their language learning could be expected to be somewhat delayed. Yet, infants who acquire two languages simultaneously pass language production milestones at the same age as monolingual infants (see Chapter 4, this volume), and display only minor differences in language processing (see Chapter 3). Thus, the big puzzle becomes uncovering what mechanisms infants exposed to two languages from birth (crib bilinguals) use to efficiently deal with a linguistic signal coming from different languages. 2019-11-19 23:55 2020-01-07 16:47:06 2020-04-01T09:26:23Z 2020-04-01T09:26:23Z 2016 chapter 1006443 OCN: 1135854271 9783110610468; 9783110395341 http://library.oapen.org/handle/20.500.12657/23701 eng application/pdf n/a 52_[9783110341249 - Bilingualism] 13. Cognitive.pdf De Gruyter Bilingualism Across the Lifespan: Factors Moderating Language Proficiency 10.1515/9783110341249-015 10.1515/9783110341249-015 2b386f62-fc18-4108-bcf1-ade3ed4cf2f3 95ad7309-8cd5-457b-afbd-fb9ef9e904ef 7292b17b-f01a-4016-94d3-d7fb5ef9fb79 9783110610468; 9783110395341 European Research Council (ERC) Berlin/Boston 284236 FP7 Ideas: European Research Council FP7-IDEAS-ERC - Specific Programme: "Ideas" Implementing the Seventh Framework Programme of the European Community for Research, Technological Development and Demonstration Activities (2007 to 2013) open access
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Exposure to multiple languages is a very common phenomenon even during early childhood. Although learning just one language is a major accomplishment in itself, the challenge for infants born in multilingual environments must be still greater. In contemporary societies many children grow up in bilingual families and have to learn to cope with different languages. However, a single language milieu is still the standard model for investigating language acquisition even though a great proportion of children are raised with more than one language. As bilingual children presumably have to learn twice as much as their mono-lingual peers, their language learning could be expected to be somewhat delayed. Yet, infants who acquire two languages simultaneously pass language production milestones at the same age as monolingual infants (see Chapter 4, this volume), and display only minor differences in language processing (see Chapter 3). Thus, the big puzzle becomes uncovering what mechanisms infants exposed to two languages from birth (crib bilinguals) use to efficiently deal with a linguistic signal coming from different languages.
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52_[9783110341249 - Bilingualism] 13. Cognitive.pdf
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52_[9783110341249 - Bilingualism] 13. Cognitive.pdf
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52_[9783110341249 - Bilingualism] 13. Cognitive.pdf
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52_[9783110341249 - Bilingualism] 13. Cognitive.pdf
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title_fullStr |
52_[9783110341249 - Bilingualism] 13. Cognitive.pdf
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52_[9783110341249 - Bilingualism] 13. Cognitive.pdf
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52_[9783110341249 - bilingualism] 13. cognitive.pdf
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De Gruyter
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2019
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1799945282274721792
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