NDLI: Effect of Bilingualism on Lexical Stress Pattern Discrimination in French-Learning Infants

Content Provider	PubMed Central
Author	Ranka, Bijeljac-babic Serres, Josette Höhle, Barbara Thierry, Nazzi
Editor	Antoni, Rodriguez-fornells
Copyright Year	2012
Abstract	Monolingual infants start learning the prosodic properties of their native language around 6 to 9 months of age, a fact marked by the development of preferences for predominant prosodic patterns and a decrease in sensitivity to non-native prosodic properties. The present study evaluates the effects of bilingual acquisition on speech perception by exploring how stress pattern perception may differ in French-learning 10-month-olds raised in bilingual as opposed to monolingual environments. Experiment 1 shows that monolinguals can discriminate stress patterns following a long familiarization to one of two patterns, but not after a short familiarization. In Experiment 2, two subgroups of bilingual infants growing up learning both French and another language (varying across infants) in which stress is used lexically were tested under the more difficult short familiarization condition: one with balanced input, and one receiving more input in the language other than French. Discrimination was clearly found for the other-language-dominant subgroup, establishing heightened sensitivity to stress pattern contrasts in these bilinguals as compared to monolinguals. However, the balanced bilinguals' performance was not better than that of monolinguals, establishing an effect of the relative balance of the language input. This pattern of results is compatible with the proposal that sensitivity to prosodic contrasts is maintained or enhanced in a bilingual population compared to a monolingual population in which these contrasts are non-native, provided that this dimension is used in one of the two languages in acquisition, and that infants receive enough input from that language.
Related Links	http://dx.doi.org/10.1371/journal.pone.0030843
Starting Page	30843
File Format	PDF
ISSN	19326203
e-ISSN	19326203
Journal	PLoS ONE
Issue Number	2
Volume Number	7
Language	English
Publisher	Public Library of Science
Publisher Date	2012-02-17
Access Restriction	Open
Rights Holder	Public Library of Science
Subject Keyword	Research in Higher Education
Content Type	Text
Resource Type	Article
Subject	Multidisciplinary

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

The French-Farsi Simultaneous Early Bilingualism in an Iranian Child--Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child

The Effects of Home Language and Bilingualism on the Realization of Lexical Stress in Welsh and Welsh English

Bilingual Infants Demonstrate Perceptual Flexibility in Phoneme Discrimination but Perceptual Constraint in Face Discrimination

Limits on Monolingualism? A Comparison of Monolingual and Bilingual Infants’ Abilities to Integrate Lexical Tone in Novel Word Learning

The Effect of Non-sentential Context Prosody on Homographs’ Lexical Activation in Persian

A Behavioral and Electrophysiological Investigation of the Effect of Bilingualism on Lexical Ambiguity Resolution in Young Adults

Cross-Dialectal Novel Word Learning and Borrowing

Manual and Spoken Cues in French Sign Language’s Lexical Access: Evidence From Mouthing in a Sign-Picture Priming Paradigm

Monolingual and Bilingual Infants’ Ability to Use Non-native Tone for Word Learning Deteriorates by the Second Year After Birth

Effect of Bilingualism on Lexical Stress Pattern Discrimination in French-Learning Infants

Similar Documents

The French-Farsi Simultaneous Early Bilingualism in an Iranian Child--Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child

The Effects of Home Language and Bilingualism on the Realization of Lexical Stress in Welsh and Welsh English

Bilingual Infants Demonstrate Perceptual Flexibility in Phoneme Discrimination but Perceptual Constraint in Face Discrimination

Limits on Monolingualism? A Comparison of Monolingual and Bilingual Infants’ Abilities to Integrate Lexical Tone in Novel Word Learning

The Effect of Non-sentential Context Prosody on Homographs’ Lexical Activation in Persian

A Behavioral and Electrophysiological Investigation of the Effect of Bilingualism on Lexical Ambiguity Resolution in Young Adults

Cross-Dialectal Novel Word Learning and Borrowing

Manual and Spoken Cues in French Sign Language’s Lexical Access: Evidence From Mouthing in a Sign-Picture Priming Paradigm

Monolingual and Bilingual Infants’ Ability to Use Non-native Tone for Word Learning Deteriorates by the Second Year After Birth

Effect of Bilingualism on Lexical Stress Pattern Discrimination in French-Learning Infants