Bilingual Preschoolers’ Speech is Associated with Non-Native Maternal Language Input

Antje Stoehra Centre for Language Studies, Radboud University, Nijmegen, The Netherlands;b International Max Planck Research School for Language Sciences, Nijmegen, The Netherlands;c Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, SpainCorrespondence[email protected]

Titia Bendersd ARC Centre of Excellence in Cognition and its Disorders, North Ryde, Australia;e Department of Linguistics, Macquarie University, North Ryde, Australia

Janet G. van Hellf Department of Psychology and Center for Language Science, The Pennsylvania State University, University Park, PA, USA

Paula Fikkerta Centre for Language Studies, Radboud University, Nijmegen, The Netherlands

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Table 1. Mean VOT durations over participants by language, group and consonantal place of articulation (SD in parentheses). Information for voiced plosives are displayed separately for prevoiced and devoiced productions followed by the proportion of prevoiced voiced plosives

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Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each bilingual child-mother-dyad by language and consonantal place of articulation (SD in parentheses)

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Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each monolingual Dutch-speaking child-mother-dyad by consonantal place of articulation (SD in parentheses)

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Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each monolingual German-speaking child-mother-dyad by consonantal place of articulation (SD in parentheses)

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The quality of child-directed speech depends on the speaker's language proficiency.

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Bilingual Preschoolers’ Speech is Associated with Non-Native Maternal Language Input

Table 1. Mean VOT durations over participants by language, group and consonantal place of articulation (SD in parentheses). Information for voiced plosives are displayed separately for prevoiced and devoiced productions followed by the proportion of prevoiced voiced plosives

Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each bilingual child-mother-dyad by language and consonantal place of articulation (SD in parentheses)

Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each monolingual Dutch-speaking child-mother-dyad by consonantal place of articulation (SD in parentheses)

Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each monolingual German-speaking child-mother-dyad by consonantal place of articulation (SD in parentheses)

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Bilingual Preschoolers’ Speech is Associated with Non-Native Maternal Language Input

Figures & data

Table 1. Mean VOT durations over participants by language, group and consonantal place of articulation (SD in parentheses). Information for voiced plosives are displayed separately for prevoiced and devoiced productions followed by the proportion of prevoiced voiced plosives

Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each bilingual child-mother-dyad by language and consonantal place of articulation (SD in parentheses)

Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each monolingual Dutch-speaking child-mother-dyad by consonantal place of articulation (SD in parentheses)

Mean VOT duration in ms (voiceless plosives) and proportion of prevoiced productions (voiced plosives) for each monolingual German-speaking child-mother-dyad by consonantal place of articulation (SD in parentheses)

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