How to use a wide variety of words in telling a story with a small vocabulary: cognitive predictors of lexical selection for simultaneous bilingual children

References

• Adams, A.-M., Bourke, L., & Willis, C. (1999). Working memory and spoken language comprehension in young children. International Journal of Psychology, 34, 364–373. doi: 10.1080/002075999399701
   Web of Science ®Google Scholar
• Barbosa, P., Nicoladis, E., & Keith, M. (2016). Bilingual children’s lexical choice in a narrative task. Journal of Child Language, 1–21. doi: 10.1017/S030500091600026X
   Web of Science ®Google Scholar
• Bates, E., D’Amico, S., Jacobsen, T., Székely, A., Andonova, E., Devescovi, A., … Wicha, N. (2003). Timed picture naming in seven languages. Psychonomic Bulletin & Review, 10, 344–380. doi: 10.3758/BF03196494
   PubMed Web of Science ®Google Scholar
• Berman, R. A. (1988). On the ability to relate events in narrative. Discourse Processes, 11, 469–449. doi: 10.1080/01638538809544714
   Web of Science ®Google Scholar
• Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12, 3–11. doi: 10.1017/S1366728908003477
   Web of Science ®Google Scholar
• Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology, 110, 461–468. doi: 10.1016/j.jecp.2011.05.005
   PubMed Web of Science ®Google Scholar
• Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7, 325–339. doi: 10.1111/j.1467-7687.2004.00351.x
   PubMed Web of Science ®Google Scholar
• Blom, E., Küntay, A. C., Messer, M., Verhagen, J., & Leseman, P. (2014). The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children. Journal of Experimental Child Psychology, 128, 105–119. doi: 10.1016/j.jecp.2014.06.007
   PubMed Web of Science ®Google Scholar
• Caramazza, A., Costa, A., Miozzo, M., & Bi, Y. C. (2001). The specific-word frequency effect: Implications for the representation of homophones in speech production. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 1430–1450.
   PubMed Web of Science ®Google Scholar
• Chevalier, N., & Blaye, A. (2009). Setting goals to switch between tasks: Effect of cue transparency on children’s cognitive flexibility. Developmental Psychology, 45, 782–797. doi: 10.1037/a0015409
   PubMed Web of Science ®Google Scholar
• Clearfield, M. W., & Niman, L. C. (2012). SES affects infant cognitive flexibility. Infant Behavior and Development, 35, 29–35. doi: 10.1016/j.infbeh.2011.09.007
   PubMed Web of Science ®Google Scholar
• Core, C., Hoff, E., Rumiche, R., & Señor, M. (2013). Total and conceptual vocabulary in Spanish–English bilinguals from 22 to 30 months: Implications for assessment. Journal of Speech, Language, and Hearing Research, 56, 1637–1649. doi: 10.1044/1092-4388(2013/11-0044)
   PubMed Web of Science ®Google Scholar
• Dicks, J., & Genesee, F. (2016). Bilingual education in Canada. In O. Garcia, A. Lin, & S. May (Eds.), Bilingual and multilingual education (pp. 1–15). New York, NY: Springer.
   Google Scholar
• Downing, P. (1980). Factors influencing lexical choice in narrative. In W. Chafe (Ed.), The pear stories: Cognitive, cultural, and linguistic aspects of narrative production (pp. 89–126). Norwood, NJ: ABLEX Publishing Company.
   Google Scholar
• Duñabeitia, J. A., Hernández, J. A., Antón, E., Macizo, P., Estévez, A., Fuentes, L. J., & Carreiras, M. (2014). The inhibitory advantage in bilingual children revisited. Experimental Psychology, 61, 234–251. doi: 10.1027/1618-3169/a000243
   PubMed Web of Science ®Google Scholar
• Dunn, L. M., & Dunn, L. M. (1997). Examiner’s manual for the PPVT–III: Peabody picture vocabulary test–third Edition. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Dunn, L. M., Dunn, L. M., & Thériault-Whalen, C. M. (1993). Échelle de vocabulaire en images Peabody: EVIP. Toronto: Psycan.
   Google Scholar
• Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234–248. doi: 10.1111/desc.12019
   PubMed Web of Science ®Google Scholar
• Freynet, N., & Clément, R. (2015). Bilingualism in minority settings in Canada: Integration or assimilation? International Journal of Intercultural Relations, 46, 55–72. doi: 10.1016/j.ijintrel.2015.03.023
   Web of Science ®Google Scholar
• Garbin, G., Sanjuan, A., Forn, C., Bustamante, J. C., Rodríguez-Pujadas, A., Belloch, V., … Ávila, C. (2010). Bridging language and attention: Brain basis of the impact of bilingualism on cognitive control. Neuroimage, 53, 1272–1278. doi: 10.1016/j.neuroimage.2010.05.078
   PubMed Web of Science ®Google Scholar
• Garratt, L. C., & Kelly, T. P. (2007). To what extent does bilingualism affect children's performance on the NEPSY? Child Neuropsychology, 14, 71–81. doi: 10.1080/09297040701218405
   Web of Science ®Google Scholar
• Gibson, T. A., Oller, D. K., Jarmulowicz, L., & Ethington, C. A. (2012). The receptive–expressive gap in the vocabulary of young second-language learners: Robustness and possible mechanisms. Bilingualism: Language and Cognition, 15, 102–116. doi: 10.1017/S1366728910000490
   PubMed Web of Science ®Google Scholar
• Gollan, T. H., Montoya, R. I., Fennema-Notestine, C., & Morris, S. K. (2005). Bilingualism affects picture naming but not picture classification. Memory and Cognition, 33, 1220–1234. doi: 10.3758/BF03193224
   PubMed Web of Science ®Google Scholar
• Gross, M., Buac, M., & Kaushanskaya, M. (2014). Conceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children. American Journal of Speech-Language Pathology, 23, 574–586. doi: 10.1044/2014_AJSLP-13-0026
   PubMed Web of Science ®Google Scholar
• Kang, J. Y. (2012). How do narrative and language skills relate to each other?: Investigation of young Korean EFL learners’ oral narratives. Narrative Inquiry, 22, 307–331. doi: 10.1075/ni.22.2.06yus
   Web of Science ®Google Scholar
• Ketelaars, M. P., Jansonius, K., Cuperus, J., & Verhoeven, L. (2012). Narrative competence and underlying mechanisms in children with pragmatic language impairment. Applied Psycholinguistics, 33, 281–303. doi: 10.1017/S014271641100035X
   Web of Science ®Google Scholar
• Klassert, A., Gagarina, N., & Kauschke, C. (2014). Object and action naming in Russian-and German-speaking monolingual and bilingual children. Bilingualism: Language and Cognition, 17, 73–88. doi: 10.1017/S1366728913000096
   Web of Science ®Google Scholar
• Levelt, W. J. (2001). Spoken word production: A theory of lexical access. Proceedings of the National Academy of Sciences, 98, 13464–13471. doi: 10.1073/pnas.231459498
   PubMed Web of Science ®Google Scholar
• Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75.
   PubMed Web of Science ®Google Scholar
• Levy, E. T., & McNeill, D. (2015). Narrative development in young children: Gesture, imagery, and Cohesion. Cambridge: Cambridge University Press.
   Google Scholar
• Li, P., & Shirai, Y. (2000). The acquisition of lexical and grammatical aspect. Berlin & New York: Mouton de Gruyter.
   Google Scholar
• Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F. (2014). Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin and Review, 21, 861–883. doi: 10.3758/s13423-013-0565-2
   PubMed Web of Science ®Google Scholar
• MacWhinney, B. (2000). The CHILDES project (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Mallan, K. (1996). The road less traveled: Storytelling and imaginative play. Storytelling World, 9, 22–23.
   Google Scholar
• McCabe, A., & Peterson, C. (Eds.). (1991). Developing narrative structure. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Morales, J., Calvo, A., & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114, 187–202. doi: 10.1016/j.jecp.2012.09.002
   PubMed Web of Science ®Google Scholar
• Morton, J. B., & Harper, S. N. (2007). What did Simon say? Revisiting the bilingual advantage. Developmental Science, 10, 719–726. doi: 10.1111/j.1467-7687.2007.00623.x
   PubMed Web of Science ®Google Scholar
• Nicoladis, E., Hui, D., & Wiebe, S. (2018). Language dominance and cognitive flexibility in French-English bilingual children. Frontiers in Psychology, 9, 1697. doi: 10.3389/fpsyg.2018.01697
   PubMed Web of Science ®Google Scholar
• Nicoladis, E., & Jiang, Z. (2018). Language and cognitive predictors of lexical selection in storytelling for monolingual and sequential bilingual children. Journal of Cognition and Development, 19, 413–430. doi: 10.1080/15248372.2018.1483370
   Web of Science ®Google Scholar
• Nicoladis, E., Palmer, A., & Marentette, P. (2007). The role of type and token frequency in using past tense morphemes correctly. Developmental Science, 10, 237–254. doi: 10.1111/j.1467-7687.2007.00582.x
   PubMed Web of Science ®Google Scholar
• Oldfield, R. C., & Wingfield, A. (1965). Response latencies in naming objects. Quarterly Journal of Experimental Psychology, 17, 273–281. doi: 10.1080/17470216508416445
   PubMed Web of Science ®Google Scholar
• Oller, D. K., Pearson, B. Z., & Cobo-Lewis, A. B. (2007). Profile effects in early bilingual language and literacy. Applied Psycholinguistics, 28, 191–230. doi: 10.1017/S0142716407070117
   PubMed Web of Science ®Google Scholar
• Pazzaglia, F., Toso, C., & Cacciamani, S. (2008). The specific involvement of verbal and visuospatial working memory in hypermedia learning. British Journal of Educational Technology, 39, 110–124.
   Web of Science ®Google Scholar
• Pearson, B. (2002). Narrative competence among monolingual and bilingual school children in Miami. In D. K. Oller, & R. E. Eilers (Eds.), Language and literacy in bilingual children (pp. 135–174). Clevedon: Multilingual Matters.
   Google Scholar
• Peets, K. F., & Bialystok, E. (2015). Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners. Applied Psycholinguistics, 36, 437–461. doi: 10.1017/S0142716413000301
   PubMed Web of Science ®Google Scholar
• Peterson, R. R., & Savoy, P. (1998). Lexical selection and phonological encoding during language production: Evidence for cascaded processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 539–557.
   Web of Science ®Google Scholar
• Poulin-Dubois, D., Bialystok, E., Blaye, A., Polonia, A., & Yott, J. (2013). Lexical access and vocabulary development in very young bilinguals. International Journal of Bilingualism, 17(1), 57–70. doi: 10.1177/1367006911431198
   PubMed Web of Science ®Google Scholar
• Prior, A., & MacWhinney, B. (2010). A bilingual advantage in task switching. Bilingualism: Language and Cognition, 13, 253–262. doi: 10.1017/S1366728909990526
   PubMed Web of Science ®Google Scholar
• Reilly, J., Zamora, A., & McGivern, R. F. (2005). Acquiring perspective in English: The development of stance. Journal of Pragmatics, 37, 185–208. doi: 10.1016/S0378-2166(04)00191-2
   Web of Science ®Google Scholar
• Rubin, D. C. (1995). Memory in oral traditions: The cognitive psychology of epic, ballads, and counting-out rhymes. New York: OUP.
   Google Scholar
• Rubin, O., & Meiran, N. (2005). On the origins of the task mixing cost in the cuing task-switching paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1477–1491.
   PubMed Web of Science ®Google Scholar
• Scheele, A. F., Leseman, P. P., & Mayo, A. Y. (2010). The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31, 117–140. doi: 10.1017/S0142716409990191
   Web of Science ®Google Scholar
• Schneider, W., Eschman, A., & Zuccolotto, A. (2002). E-prime user’s guide. Pittsburgh, PA: Psychology Software Tools Inc.
   Google Scholar
• Simon-Cereijido, G., & Gutiérrez-Clellen, V. F. (2009). A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains. Applied Psycholinguistics, 30, 315–337. doi: 10.1017/S0142716409090134
   PubMed Web of Science ®Google Scholar
• Smithson, L., Paradis, J., & Nicoladis, E. (2014). Bilingualism and receptive vocabulary achievement: Could sociocultural context make a difference? Bilingualism: Language and Cognition, 17, 810–821. doi: 10.1017/S1366728913000813
   Web of Science ®Google Scholar
• Trabasso, T., & van den Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612–630. doi: 10.1016/0749-596X(85)90049-X
   Web of Science ®Google Scholar
• Uccelli, P., & Páez, M. M. (2007). Narrative and vocabulary development of bilingual children from kindergarten to first grade: Developmental changes and associations among English and Spanish skills. Language, Speech, and Hearing Services in Schools, 38, 225–236. doi: 10.1044/0161-1461(2007/024)
   PubMed Web of Science ®Google Scholar
• Umbel, V. M., Pearson, B. Z., Fernández, M. C., & Oller, D. K. (1992). Measuring bilingual children's receptive vocabularies. Child Development, 63, 1012–1020. doi: 10.2307/1131250
   PubMed Web of Science ®Google Scholar
• White, L. J. (2014). The relationship between bilingualism and executive functioning in Spanish- and English-speaking Head Start preschoolers. Unpublished Master’s thesis, University of Miami. Open Access Theses. Paper 523.
   Google Scholar
• Yan, S., & Nicoladis, E. (2009). Finding le mot juste: Differences between bilingual and monolingual children's lexical access in comprehension and production. Bilingualism: Language and Cognition, 12, 323–335. doi: 10.1017/S1366728909990101
   Web of Science ®Google Scholar