Finding le mot juste: Differences between bilingual and monolingual children's lexical access in comprehension and production*

By Stephanie Yan, Elena Nicoladis. Bilingualism: Language and Cognition, 2009

107 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/543e2c12ab700d5aace5bf26c78065238bbd057d

How researchers see this paper

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

In Cognitive Neuroscience

1. Matthew D. Hilchey
2. Raymond M. Klein
3. J. Hulstijn
4. Ellen Bialystok
5. K. Paap
6. Virginia Valian
7. G. Luk
8. Zenon W. Pylyshyn

In Developmental and Educational Psychology

1. Matthew D. Hilchey
2. Raymond M. Klein
3. J. Hulstijn
4. Ellen Bialystok
5. B. Laufer
6. Di Zou
7. E. Peters
8. Bella Rozovski-Roitblat

Citations in the corpus

• Are there bilingual advantages on nonlinguistic interference tasks? Implications for the plasticity of executive control processes (2011, background): “... that bilinguals are also slower on picture-naming tasks (Gollan, Montoya, Fennema-Notestine, & Morris, 2005), produce fewer words in verbal fluency tasks (Rosselli, Ardila, Araujo, Weekes, Caracciolo, Padilla, & Ostrosky-Solis, 2000), perform worse on lexical decision tasks (Ransdell & Fischler,”
• The construct of language proficiency in the study of bilingualism from a cognitive perspective* (2012, methodology): “Many studies using child participants administered the Peabody Picture Vocabulary Test (PPVT) to assess productive vocabulary (Dressler, Carlo, Snow, August & White, 2011; Goetz, 2003; Nicoladis, 2006; Reyes & Hernández, 2006; Uchikoshi, 2006; Yan & Nicoladis, 2009).”