Development of precursors to speech in infants exposed to two languages
The study of bilingualism has often focused on two contradictory possibilities: that the learning of two languages may produce deficits of performance in each language by comparison with performance of monolingual individuals, or on the contrary, that the learning of two languages may produce lingui...
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| Veröffentlicht in: | Journal of child language 1997-06, Vol.24 (2), p.407-425 |
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| creator | KIMBROUGH OLLER, D. EILERS, REBECCA E. URBANO, RICHARD COBO-LEWIS, ALAN B. |
| description | The study of bilingualism has often focused on two contradictory
possibilities: that the learning of two languages may produce deficits
of
performance in each language by comparison with performance of
monolingual individuals, or on the contrary, that the learning of two
languages may produce linguistic or cognitive advantages with regard to
the monolingual learning experience. The work reported here addressed
the possibility that the very early bilingual experience of infancy may
affect the unfolding of vocal precursors to speech. The results of
longitudinal research with 73 infants aged 0;4 to 1;6 in monolingual and
bilingual environments provided no support for either a bilingual deficit
hypothesis nor for its opposite, a bilingual advantage hypothesis. Infants
reared in bilingual and monolingual environments manifested similar
ages of onset for canonical babbling (production of well-formed
syllables), an event known to be fundamentally related to speech
development. Further, quantitative measures of vocal performance
(proportion of usage of well-formed syllables and vowel-like sounds)
showed additional similarities between monolingual and bilingual
infants. The similarities applied to infants of middle and low socio-economic
status and to infants that were born at term or prematurely.
The results suggest that vocal development in the first year of life is
robust with respect to conditions of rearing. The biological foundations
of speech appear to be such as to resist modifications in the natural
schedule of vocal development. |
| doi_str_mv | 10.1017/S0305000997003097 |
| format | Article |
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possibilities: that the learning of two languages may produce deficits
of
performance in each language by comparison with performance of
monolingual individuals, or on the contrary, that the learning of two
languages may produce linguistic or cognitive advantages with regard to
the monolingual learning experience. The work reported here addressed
the possibility that the very early bilingual experience of infancy may
affect the unfolding of vocal precursors to speech. The results of
longitudinal research with 73 infants aged 0;4 to 1;6 in monolingual and
bilingual environments provided no support for either a bilingual deficit
hypothesis nor for its opposite, a bilingual advantage hypothesis. Infants
reared in bilingual and monolingual environments manifested similar
ages of onset for canonical babbling (production of well-formed
syllables), an event known to be fundamentally related to speech
development. Further, quantitative measures of vocal performance
(proportion of usage of well-formed syllables and vowel-like sounds)
showed additional similarities between monolingual and bilingual
infants. The similarities applied to infants of middle and low socio-economic
status and to infants that were born at term or prematurely.
The results suggest that vocal development in the first year of life is
robust with respect to conditions of rearing. The biological foundations
of speech appear to be such as to resist modifications in the natural
schedule of vocal development.</description><identifier>ISSN: 0305-0009</identifier><identifier>EISSN: 1469-7602</identifier><identifier>DOI: 10.1017/S0305000997003097</identifier><identifier>PMID: 9308425</identifier><identifier>CODEN: JCLGBJ</identifier><language>eng</language><publisher>NewYork, NY: Cambridge University Press</publisher><subject>Audiotape Recordings ; Bilingualism ; Bilingualism. Multilingualism ; Biological and medical sciences ; Child development ; Child Language ; Communication disorders ; Developmental psychology ; Developmental Stages ; English ; Factors ; Fundamental and applied biological sciences. Psychology ; Humans ; Infant ; Infant, Newborn ; Infants ; Language ; Language Development ; Longitudinal Studies ; Monolingualism ; Mothers ; Multilingualism ; Newborn. Infant ; Oral Language ; Precursors ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Spain - ethnology ; Spanish Speaking ; Speech development ; Speech Perception ; Syllables ; USA</subject><ispartof>Journal of child language, 1997-06, Vol.24 (2), p.407-425</ispartof><rights>1997 Cambridge University Press</rights><rights>1997 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c597t-8a30eb41ecc0f3b22e9d7d7c968bd05ae839e50fd7f78085b399e2f0935b4ed93</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S0305000997003097/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,776,780,27846,27901,27902,30977,55603</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ550666$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=2793423$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/9308425$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>KIMBROUGH OLLER, D.</creatorcontrib><creatorcontrib>EILERS, REBECCA E.</creatorcontrib><creatorcontrib>URBANO, RICHARD</creatorcontrib><creatorcontrib>COBO-LEWIS, ALAN B.</creatorcontrib><title>Development of precursors to speech in infants exposed to two languages</title><title>Journal of child language</title><addtitle>J. Child Lang</addtitle><description>The study of bilingualism has often focused on two contradictory
possibilities: that the learning of two languages may produce deficits
of
performance in each language by comparison with performance of
monolingual individuals, or on the contrary, that the learning of two
languages may produce linguistic or cognitive advantages with regard to
the monolingual learning experience. The work reported here addressed
the possibility that the very early bilingual experience of infancy may
affect the unfolding of vocal precursors to speech. The results of
longitudinal research with 73 infants aged 0;4 to 1;6 in monolingual and
bilingual environments provided no support for either a bilingual deficit
hypothesis nor for its opposite, a bilingual advantage hypothesis. Infants
reared in bilingual and monolingual environments manifested similar
ages of onset for canonical babbling (production of well-formed
syllables), an event known to be fundamentally related to speech
development. Further, quantitative measures of vocal performance
(proportion of usage of well-formed syllables and vowel-like sounds)
showed additional similarities between monolingual and bilingual
infants. The similarities applied to infants of middle and low socio-economic
status and to infants that were born at term or prematurely.
The results suggest that vocal development in the first year of life is
robust with respect to conditions of rearing. The biological foundations
of speech appear to be such as to resist modifications in the natural
schedule of vocal development.</description><subject>Audiotape Recordings</subject><subject>Bilingualism</subject><subject>Bilingualism. Multilingualism</subject><subject>Biological and medical sciences</subject><subject>Child development</subject><subject>Child Language</subject><subject>Communication disorders</subject><subject>Developmental psychology</subject><subject>Developmental Stages</subject><subject>English</subject><subject>Factors</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Infant</subject><subject>Infant, Newborn</subject><subject>Infants</subject><subject>Language</subject><subject>Language Development</subject><subject>Longitudinal Studies</subject><subject>Monolingualism</subject><subject>Mothers</subject><subject>Multilingualism</subject><subject>Newborn. Infant</subject><subject>Oral Language</subject><subject>Precursors</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Spain - ethnology</subject><subject>Spanish Speaking</subject><subject>Speech development</subject><subject>Speech Perception</subject><subject>Syllables</subject><subject>USA</subject><issn>0305-0009</issn><issn>1469-7602</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1997</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>K30</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkW-L1DAQxoMo53r6AQSFguK76iRpmuSlrueqLP7hztchTadrz25Tk1bPb2_KlkUUWRhI4PnNMM8zhDyk8JwClS8ugYMAAK0lpK-Wt8iKFqXOZQnsNlnNcj7rd8m9GK_nH2h1Rs40B1UwsSKb1_gDOz_ssR8z32RDQDeF6EPMRp_FAdF9zdo-VWP7MWZ4M_iI9SyOP33W2X432R3G--ROY7uID5b3nHx5c3G1fptvP27erV9ucye0HHNlOWBVUHQOGl4xhrqWtXS6VFUNwqLiGgU0tWykAiUqrjWyBjQXVYG15ufk2WHuEPz3CeNo9m102KVF0E_RKME0sAJOgjJFUDCpToJCcUF1UZ4GZZmiZzP45C_w2k-hT7EYKjVVZSqZKHqgXPAxBmzMENq9Db8MBTNf1_xz3dTzeJk8VXusjx3LOZP-dNFtdLZrgu1dG48YS6YLxhP26IBhaN1RvXgvBJTlvH9-kNs44s1Rt-GbSXtLYcrNZyOvPq1fbS8_mDlqvjix-yq09Q7_MPxfL78B6LXR2Q</recordid><startdate>19970601</startdate><enddate>19970601</enddate><creator>KIMBROUGH OLLER, D.</creator><creator>EILERS, REBECCA E.</creator><creator>URBANO, RICHARD</creator><creator>COBO-LEWIS, ALAN B.</creator><general>Cambridge University Press</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>HJHVS</scope><scope>HQAFP</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7QJ</scope><scope>7T9</scope><scope>7X8</scope><scope>8BM</scope></search><sort><creationdate>19970601</creationdate><title>Development of precursors to speech in infants exposed to two languages</title><author>KIMBROUGH OLLER, D. ; EILERS, REBECCA E. ; URBANO, RICHARD ; COBO-LEWIS, ALAN B.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c597t-8a30eb41ecc0f3b22e9d7d7c968bd05ae839e50fd7f78085b399e2f0935b4ed93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1997</creationdate><topic>Audiotape Recordings</topic><topic>Bilingualism</topic><topic>Bilingualism. Multilingualism</topic><topic>Biological and medical sciences</topic><topic>Child development</topic><topic>Child Language</topic><topic>Communication disorders</topic><topic>Developmental psychology</topic><topic>Developmental Stages</topic><topic>English</topic><topic>Factors</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>Infant</topic><topic>Infant, Newborn</topic><topic>Infants</topic><topic>Language</topic><topic>Language Development</topic><topic>Longitudinal Studies</topic><topic>Monolingualism</topic><topic>Mothers</topic><topic>Multilingualism</topic><topic>Newborn. Infant</topic><topic>Oral Language</topic><topic>Precursors</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. 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Child Lang</addtitle><date>1997-06-01</date><risdate>1997</risdate><volume>24</volume><issue>2</issue><spage>407</spage><epage>425</epage><pages>407-425</pages><issn>0305-0009</issn><eissn>1469-7602</eissn><coden>JCLGBJ</coden><abstract>The study of bilingualism has often focused on two contradictory
possibilities: that the learning of two languages may produce deficits
of
performance in each language by comparison with performance of
monolingual individuals, or on the contrary, that the learning of two
languages may produce linguistic or cognitive advantages with regard to
the monolingual learning experience. The work reported here addressed
the possibility that the very early bilingual experience of infancy may
affect the unfolding of vocal precursors to speech. The results of
longitudinal research with 73 infants aged 0;4 to 1;6 in monolingual and
bilingual environments provided no support for either a bilingual deficit
hypothesis nor for its opposite, a bilingual advantage hypothesis. Infants
reared in bilingual and monolingual environments manifested similar
ages of onset for canonical babbling (production of well-formed
syllables), an event known to be fundamentally related to speech
development. Further, quantitative measures of vocal performance
(proportion of usage of well-formed syllables and vowel-like sounds)
showed additional similarities between monolingual and bilingual
infants. The similarities applied to infants of middle and low socio-economic
status and to infants that were born at term or prematurely.
The results suggest that vocal development in the first year of life is
robust with respect to conditions of rearing. The biological foundations
of speech appear to be such as to resist modifications in the natural
schedule of vocal development.</abstract><cop>NewYork, NY</cop><pub>Cambridge University Press</pub><pmid>9308425</pmid><doi>10.1017/S0305000997003097</doi><tpages>19</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0305-0009 |
| ispartof | Journal of child language, 1997-06, Vol.24 (2), p.407-425 |
| issn | 0305-0009 1469-7602 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85290240 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Periodicals Index Online; Cambridge University Press Journals Complete |
| subjects | Audiotape Recordings Bilingualism Bilingualism. Multilingualism Biological and medical sciences Child development Child Language Communication disorders Developmental psychology Developmental Stages English Factors Fundamental and applied biological sciences. Psychology Humans Infant Infant, Newborn Infants Language Language Development Longitudinal Studies Monolingualism Mothers Multilingualism Newborn. Infant Oral Language Precursors Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Spain - ethnology Spanish Speaking Speech development Speech Perception Syllables USA |
| title | Development of precursors to speech in infants exposed to two languages |
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