This paper analyzes the production of whquestions by German-Spanish bilingual children, and compares it to the monolingual production of the same question type. Both monolinguals and bilinguals have acquired the intonation targets at the age of 3;0, but the bilinguals’ scaling and alignment of the first peak show non-target-like results. Moreover, whereas the target languages present a final fa...

It has been claimed that bilingualism enhances inhibitory control, but the available evidence is equivocal. The authors evaluated several possible versions of the inhibition hypothesis by comparing monolinguals and bilinguals with regard to stop signal performance, inhibition of return, and the attentional blink. These three phenomena, it can be argued, tap into different aspects of inhibition....

Using functional magnetic resonance imaging, we found that when bilinguals named pictures or read words aloud, in their native or nonnative language, activation was higher relative to monolinguals in 5 left hemisphere regions: dorsal precentral gyrus, pars triangularis, pars opercularis, superior temporal gyrus, and planum temporale. We further demonstrate that these areas are sensitive to incr...

Abstract Prediction underlies many life’s situations including language. Monolinguals and advanced L2 learners use prosodic cues such as stress tone in a word’s first syllable to predict the suffix. To determine whether same findings extend words with non-morphological endings, we investigate Spanish monolinguals of without interpreting experience (stressed, unstressed) syllabic structure (CV, ...

Previous studies Influence of L1 categories is said to be less strong in early learners as compared to late learners: Less foreign accent, better production, better perception (1, 2); they are just like monolinguals (8) in some tasks. The influence of L1 might be more variable in early learners (3, 4) because in children, phonetic categories are still in formation (9). But it is sometimes still...

Abstract Bilingual and monolingual children might have different styles of using multimodal language. This study investigates speech disfluency gesture production 5- 7-year-old Turkish (N = 61) Turkish–English bilingual 51). We examined monolinguals’ narratives bilinguals’ English narratives. Results indicated that bilinguals were more disfluent than monolinguals, particularly for silent filled...

While there is no doubt that children raised bilingual can become extremely proficient in both languages, theorists are divided on whether bilingualism effectively monolingualism twice (the “Two Monolinguals One Brain” hypothesis) or differs some fundamental way from monolingualism. A strong version of the Monolinguals” hypothesis predicts bilinguals achieve monolingual-level proficiency either...

In past literature authors raised a significant issue of role intelligence in learning different languages. Whether an intelligent individual learns two or more languages easily who has learnt perform better on tests intelligence. second language, been considered as effective factor. Acknowledging the above issue, heterogeneous sample 38 bilinguals (17 boys and 21 girls) 44 monolinguals (19 25 ...

Statistical learning is a fundamental component of language acquisition, yet to date, relatively few studies have examined whether these abilities differ in bilinguals. In the present study, we examine this issue by comparing English monolinguals with Chinese-English and English-Spanish bilinguals in a cross-situational statistical learning (CSSL) task. In Experiment 1, we assessed the ability ...

To examine the effects of bilingualism on cognitive control, we studied monolingual and bilingual young adults performing a flanker task with functional MRI. The trial types of primary interest for this report were incongruent and no-go trials, representing interference suppression and response inhibition, respectively. Response times were similar between groups. Brain data were analyzed using ...