Effects of Learning Order and Previous Language Experience in Novel Word Learning

Effects of Learning Order and Previous Language Experience in Novel Word Learning Elizabeth A. Woods (ewoods@uh.edu) Department of Psychology, University of Houston, 126 Heyne Building Houston, TX 77204-5022 USA Hanako Yoshida (hyoshida@uh.edu) Department of Psychology, University of Houston, 126 Heyne Building Houston, TX 77204-5022 USA Abstract paradigm in which monolingual and bilingual adults (Experiment 1) and children (Experiment 2) are taught two novel languages either simultaneously or sequentially. Although bilingual language research has increased considerably over the past few decades, there is still much controversy regarding the mechanisms of bilingual language acquisition. The present work aims to provide insights into potential mechanisms of bilingual language learning by utilizing a novel word-learning paradigm in which monolingual and bilingual adults (Experiment 1) and children (Experiment 2) are taught two novel languages either simultaneously or sequentially. Results suggest that bilingual language learning may be occurring in a domain specific manner dependent on learning order, previous language experience, and the participant’s age. Previous Language Experience & Word Learning Keywords: novel word learning; order effects; second language acquisition; bilingualism Introduction Given the increasing prevalence of bilingualism in the world, it is crucial to understand how individuals learn multiple languages and what method of language instruction facilitates learning. Although bilingual language research has increased considerably over the past few decades, there is still much controversy regarding the underlying mechanisms of bilingual language acquisition (BLA). The present paper seeks to shed light on potential mechanisms of BLA by comparing monolingual and bilingual adults (Experiment 1) and children (Experiment 2), who are taught two novel languages either simultaneously or sequentially. This is one of the first papers that experimentally manipulates order of acquisition (OoA) by directly comparing simultaneous and sequential language learning. In addition, the present paper examines the effect of previous language experience on novel word learning by directly comparing monolingual and bilingual participants. Recent research suggests that growing-up bilingual has measurable positive effects on cognitive flexibility (Bialystok, Barac, & Blaye, 2010; Bialystok & Martin, 2004; Bialystok & Viswanathan, 2009; Carlson & Meltzoff, 2008; Kovacs & Mehler, 2009; Mezzacappa, 2004) and possibly even novel word learning (Kaushanskaya & Marian, 2009; Yoshida et al., 2011). However, the specific nature of the bilingual cognitive advantage has not been fully addressed. The present work provides insights into these theoretical issues by utilizing a novel word-learning There is increasing evidence to suggest that monolinguals and bilinguals may employ different strategies or have different biases for word learning. In particular, one such bias is the Mutual Exclusivity (ME) principle. The standard artificial word-learning task that is used to test ME presents a well-known object with a well-known name (e.g., a cup) and a novel unnamed object and then asks participants to select an object, using a novel label (e.g., “Find the dax”). Monolinguals consistently map the novel label to the novel object (Markman, 1989; Markman & Wachtel, 1988). However, bilinguals do not perform as consistently. Many studies have reported that ME may develop later or to a lesser extent in bilinguals (Au & Glusman, 1990; Byers- Heinlein & Werker, 2009; Davidson, Jergovic, Imami, & Theodos, 1997; Davidson & Tell, 2005; Houston-Price et al., 2010; Merriman & Kutlesic, 1993). Others suggest that by 30 months old, bilinguals show ME effects as strong as those of monolinguals (Frank & Poulin-Dubois, 2002). Clearly, there are many important questions that remain in the study of early word learning in monolinguals and bilinguals. Order of Acquisition It is well established that the timing of language exposure can have a substantial impact on how well a language is learned and maintained. Although there are differences of opinion as to the exact age, the general consensus is that there is a sensitive period sometime before puberty, after which language acquisition becomes more difficult (Flege & MacKay, 2004; Johnson & Newport, 1989; Kuhl et al., 1992; Weber-Fox & Neville, 1996; Werker & Tees, 1983; Yamada, 1995). Based on this notion, bilinguals are often classified as being an early or late bilingual, depending on the age of acquisition (AoA) of the second language. There is also evidence regarding AoA effects in experimental studies (Cortese & Khanna, 2007; Morrison & Ellis, 2000; Perez, 2007) and connectionist networks (Ellis & Lambon Ralph, 2000; Lambon Ralph & Ehsan, 2006; Monaghan &