When timing is everything: Age of first-language acquisition effects on second-language learning

By Rachel I. Mayberry. Applied Psycholinguistics, 2007

230 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/cd14ddf77ec887879ab6c9bd822f1582fde07147

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Human-Computer Interaction

Citations in the corpus

When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task (2015, background): “For example, language learning ability is strongly associated with the age that language learning starts, even when the amount of input is controlled (Johnson & Newport, 1989; Lenneberg, 1967; Mayberry, 2007), which supports the view that the learning rate may change with age.”
What Sign Language Reveals about the Critical Period for Language (2009, result): “Second, the results show that L1 acquisition in early life supports and facilitates subsequent L2 learning independent of sensory-motor modality (Mayberry, 2007).”
Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics (2011, background): “However, it should be noted that academic achievement and age of L1 acquisition inherently covary, as early L1 exposure is related to advantages in a number of cognitive domains (Mayberry, 2007).”
Reading Difficulties in Adult Deaf Readers of French: Phonological Codes, Not Guilty! (2012, background): “reading levels for reasons that are still unclear but that are likely influenced by degree of hearing loss (Conrad, 1979), knowledge of the language that is read (Goldin-Meadow & Mayberry, 2001), age of exposure to a first language (Mayberry, 2007; Padden & Ramsey, 2000), and knowledge of sign langu”
American Sign Language syntactic and narrative comprehension in skilled and less skilled readers: Bilingual and bimodal evidence for the linguistic basis of reading (2008, background): “In other research, we have found substantial variation in sign language comprehension among adults related to a variety factors including age of exposure and input (Mayberry, 2007; Mayberry & Lock, 2003; Mayberry, Lock, & Kazmi, 2002).”
Deaf children need language, not (just) speech (2019, unknown): “…language supports the acquisition of spoken language as L2 or as concurrent L1 (Davidson, Lillo-Martin, & Chen Pichler, 2014; Hassanzadeh, 2012; Mayberry, 2007; Mayberry, del Giudice, & Lieberman, 2011), it is a mistake to use a child’s proficiency in spoken language as the sole or primary…”