Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment
- 1 March 2004
- journal article
- research article
- Published by Cambridge University Press (CUP) in Applied Psycholinguistics
- Vol. 25 (4), 543-564
- https://doi.org/10.1017/s0142716404001262
Abstract
We introduce an objective method for classifying phonological overlap between Spanish and English translation equivalents. This method then is exploited to examine spoken word recognition using stimuli with graded levels of phonological overlap. Performance by typical English-only speaking (EO) children and English-only children with primary language impairment (LI) is compared to a control group of bilingual Spanish–English peers (BI). Response time and accuracy separated groups, with the BI group outperforming the EO group, who in turn outperformed the LI group. Children with more severe LI are slower than those with mild LI, and LI severity is significantly correlated with speed. The two groups of monolingual children and the LI subgroups respond in a qualitatively similar way to decreasing phonological overlap.Keywords
This publication has 36 references indexed in Scilit:
- Examining the nature of lexical processing in children with specific language impairment: Temporal processing or processing capacity deficit?Applied Psycholinguistics, 2002
- Number-of-translation norms for Dutch—English translation pairs: A new tool for examining language productionBehavior Research Methods, Instruments & Computers, 2002
- Lexical Decision and Word Naming in Bilinguals: Language Effects and Task EffectsJournal of Memory and Language, 2002
- The role of cognates in bilingual aphasia: Implications for assessment and treatmentAphasiology, 2001
- The cognate facilitation effect: Implications for models of lexical access.Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000
- Behavioral Slowing with Age: Boundary Conditions of the Generalized Slowing ModelThe Journals of Gerontology, Series B: Psychological Sciences and Social Sciences, 1996
- Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and SyntaxPsychological Science, 1995
- Bilingual lexical processing: Exploring the cognate/non-cognate distinctionThe European Journal of Cognitive Psychology, 1992
- Developmental change in speed of processing during childhood and adolescence.Psychological Bulletin, 1991
- Is specific language impairment a useful construct?Published by Cambridge University Press (CUP) ,1987