Miami and North Wales, So Far and Yet So Near: A Constructivist Account of Morphosyntactic Development in Bilingual Children

By V. Gathercole. 2007

194 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/28884220f5f5d9e502b34bc3eef9b298cf89d725

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Bilingual children's sensitivity to specificity and genericity: Evidence from metalinguistic awareness* (2009, result): “Similar results on the role of input are reported by Gathercole (2007) for the comprehension and production of gender, and the identification of subjects and objects in Welsh–English bilingual children.”
A working memory, not bilingual advantage, in controlled attention (2010, background): “…in language scores between monolingual and bilingual children is related to the children’s relative amount of exposure to the two languages (Gathercole 2007; Gathercole and Thomas 2009; Oller, Pearson, and Cobo-Lewis 2007; Thordardottir 2008) and amount of exposure has not been documented…”
The interface between bilingual development and specific language impairment (2010, background): “…time to acquire any given structure, and furthermore, there is sometimes no observable lag in their dominant language/language of greater exposure (Gathercole, 2007; Gutiérrez-Clellen, Restrepo, & Simon-Cereijido, 2006; Gutiérrez-Clellen & Simon-Cereijido, 2007; Paradis, in press; Paradis,…”
Bilingual Children's Acquisition of English Verb Morphology: Effects of Language Exposure, Structure Complexity, and Task Type (2010, methodology): “The term “constructivist” has been chosen to refer to this family of theories to be in line with Gathercole (2007), whose model is central to the specific analyses in this study.”
The relationship between bilingual exposure and vocabulary development (2011, background): “In addition to being exposed to and speaking two languages, bilingual populations studied in the USA typically differ from their monolingual comparison groups in that they tend to belong to lower socio-economic status (SES) groups, and in that they typically speak a minority-status language at home ”
Effects of input properties, vocabulary size, and L1 on the development of third person singular –s in child L2 English (2012, unknown): “Gathercole (2007) concludes that bilingual children may transfer patterns across languages if these patterns are sufficiently similar to invite transfer and sufficiently abstract so that transfer is not dependent on lexical-specific information.”
Understanding heritage languages (2019, background): “…at least up to age 5–6, follow the developmental trajectory of monolingual learners, but often with a delay (see Austin, 2009; De Houwer, 1990; Gathercole, 2007; Meisel, 1986, 1990, 2007; Müller, 1998; Schlyter, 1993; Schwartz & Minkov, 2014; Schwartz, Minkov, Dieser, Protassova, Moin &…”
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners (2014, background): “…important factor in the explanation of the asymmetries found in the rate of development of the dominant and the non-dominant language of bilinguals (Gathercole 2007; Gathercole and Thomas 2009; Paradis 2010; Hoff et al. 2012), although not all aspects of bilingual children’s development seem to be…”
Individual differences in child English second language acquisition Comparing child-internal and child-external factors (2011, background): “Examples of such mechanisms are the attention and memory systems, and the cognitive processes of generalization, categorization, and analogical reasoning, (see in particular Ellis, 2008; Gathercole, 2007; MacWhinney, 2008; O’Grady, 2008; Tomasello, 2003).”