The role of bilingualism in paired-associate and cross-situational word learning

Anne Neveu, Margarita Kaushanskaya

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

In adulthood, novel words are commonly encountered in the context of sequential language learning, and to a lesser extent, when learning a new word in one's native language. Paired-associate (PAL) and cross-situational word learning (CSWL) paradigms have been studied separately, under distinct theoretical umbrellas, limiting the understanding of the mechanisms underlying the learning process in each. We tested 126 monolinguals and 111 bilinguals on PAL and CSWL, manipulating familiarity and measuring verbal working memory. Results revealed highly similar learning performance across groups, both demonstrating better performance in PAL than in CSWL, similar sensitivity to familiarity, and similar reliance on phonological working memory. We observed a trend such that bilinguals outperformed monolinguals in PAL but not in CSWL, but this trend was weak. Findings indicate limited effects of bilingualism on word learning in adulthood and suggest highly similar word learning mechanisms in learners with different linguistic experiences.

Original languageEnglish
Pages (from-to)41-56
Number of pages16
JournalBilingualism
Volume27
Issue number1
DOIs
StatePublished - 1 Jan 2024

Keywords

  • Cross-situational word learning
  • Paired-associate word learning
  • bilingual adults
  • phonological working memory
  • word familiarity

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