Please use this identifier to cite or link to this item: https://doi.org/10.1111/cdev.12133
Title: One World, Two Languages: Cross-Language Semantic Priming in Bilingual Toddlers
Authors: Singh, L. 
Issue Date: 2014
Citation: Singh, L. (2014). One World, Two Languages: Cross-Language Semantic Priming in Bilingual Toddlers. Child Development 85 (2) : 755-766. ScholarBank@NUS Repository. https://doi.org/10.1111/cdev.12133
Abstract: The interconnectedness of bilingual memory remains a topic of great debate. Semantic priming provides a powerful methodological tool with which to investigate this issue in early bilingual toddlers. Semantic priming effects were investigated in 21 bilingual toddlers (2.5 years) within and across each of their languages. Results revealed the first evidence of cross-language and within-language semantic priming in bilingual toddlers. However, priming effects were only observed when the prime was presented in the dominant language and were comparable in magnitude within and across languages. Findings point to high interconnectivity across languages; however, there appear to be strong influences of language dominance on semantic facilitation. Findings serve to inform and refine developmental models of bilingual memory. Child Development © 2014 The Society for Research in Child Development, Inc.
Source Title: Child Development
URI: http://scholarbank.nus.edu.sg/handle/10635/124481
ISSN: 14678624
DOI: 10.1111/cdev.12133
Appears in Collections:Staff Publications

Show full item record
Files in This Item:
There are no files associated with this item.

SCOPUSTM   
Citations

14
checked on Dec 10, 2019

WEB OF SCIENCETM
Citations

15
checked on Dec 10, 2019

Page view(s)

41
checked on Dec 13, 2019

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.