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|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|
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