Bilingual Children's Acquisition of English Verb Morphology: Effects of Language Exposure, Structure Complexity, and Task Type

By J. Paradis. 2010

175 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/8c291a46dc3e907499a0655336fbc728fecb5a45

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners (2014, background): “Amount of exposure is also an 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 child”
Exposure and input in bilingual development (2017, unknown): “…on measures of grammatical knowledge, and these too correlate to measures of exposure (Gathercole, 2002a, 2002b, 2002c; Gathercole & Thomas, 2009; La Morgia, 2011; Paradis, 2010; Paradis & Navarro, 2003; Thomas & Gathercole, 2007; Thomas, Williams, Jones, Davies & Binks, 2013; Unsworth, 2013).”
Differential Object Marking in Child and Adult Spanish Heritage Speakers (2013, background): “But when early bilingualism involves a sociopolitically minority language, the minority language often develops under reduced input conditions in comparison to the majority language (Blom 2010; Paradis 2010).”
The role of age of onset and input in early child bilingualism in Greek and Dutch (2011, result): “In contrast to some of the aforementioned studies, Goldberg, Paradis and Crago (2008) and Paradis (2011) fail to find an effect of home language use on children’s rate of acquisition of vocabulary and verbal morphology.”
Individual differences in child English second language acquisition Comparing child-internal and child-external factors (2011, background): “…Blom et al. (2010) and Golberg et al. (2008), who also examined English L2 children in Canada, but they are inconsistent with studies of Welsh-English, Spanish-English and French-English bilinguals (Gathercole & Môn Thomas, 2009; Oller & Eilers; Paradis, 2009; 2010, and Paradis et al., in press).”