Syllable final consonants in Spanish and German monolingual and bilingual acquisition

By C. Lleó, I. Kuchenbrandt, Margaret M. Kehoe, C. Trujillo. 2003

90 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4a971e2bcff359a971f27835d08653111d04cb3f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Castilla
2. Ana T. Pérez-Leroux
3. M. Adelaida Restrepo
4. Elizabeth Peña

Citations in the corpus

• Individual differences and language interdependence: a study of sequential bilingual development in Spanish–English preschool children (2009, background): “For example, Lléo et al. (2003) showed that young Spanish/German bilinguals show accelerated patterns of acquisition of consonants in syllable codas, by virtue of reinforcement from German.”