V: GENERAL DISCUSSION.

Caroline Floccia; Thomas D. Sambrook; Luche C Delle; Rosa Kwok; Jeremy Goslin; Laurence White; Allegra Cattani; Emily Sullivan; Kirsten Abbot-Smith; Andrea Krott; Debbie Mills; Caroline Rowland; Judit Gervain; Kim Plunkett

doi:10.1111/mono.12352

V: GENERAL DISCUSSION.

Caroline Floccia^*, Thomas D. Sambrook, Luche C Delle, Rosa Kwok, Jeremy Goslin, Laurence White, Allegra Cattani, Emily Sullivan, Kirsten Abbot-Smith, Andrea Krott, Debbie Mills, Caroline Rowland, Judit Gervain, Kim Plunkett

^*Corresponding author for this work

School of Psychology

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Abstract

Ours is the first study to directly measure the relative contribution of linguistic distance to the acquisition of a bilingual toddler's two languages, which was the aim of Study 1. To address this question we tested 372 24-month-olds learning British English and one of 13 target Additional Languages. We found that a higher phonological overlap between these Additional Languages and British English led to higher levels of Additional Language CDI vocabulary production. Similar effects in comprehension were found for our other measures of linguistic distance, namely degree of similar in morphological complexity and word order. Importantly, linguistic distance contributed unique variance even when other key factors (proportion of English in child-directed input, proportion of English in parental overheard speech and gender) were entered into the same model.

Original language	English
Pages (from-to)	68-80
Number of pages	0
Journal	Monographs of the Society for Research in Child Development
Volume	83
Issue number	1
Early online date	22 Feb 2018
DOIs	https://doi.org/10.1111/mono.12352
Publication status	Published - Mar 2018

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AU - Floccia, Caroline

AU - Sambrook, Thomas D.

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AU - Kwok, Rosa

AU - Goslin, Jeremy

AU - White, Laurence

AU - Cattani, Allegra

AU - Sullivan, Emily

AU - Abbot-Smith, Kirsten

AU - Krott, Andrea

AU - Mills, Debbie

AU - Rowland, Caroline

AU - Gervain, Judit

AU - Plunkett, Kim

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V: GENERAL DISCUSSION.

Abstract

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