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Cross-linguistic studies of lexical access and processing in monolingual English and bilingual Hindi-English speakers.

机译：以英语为母语和英语为英语的双语者进行词汇访问和处理的跨语言研究。

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摘要

The present dissertation addresses a set of questions about processes involved in lexical access and literacy and psycholinguistic factors (such as word learning age, word frequency etc.) that affect them in monolingual and bilingual speakers. Four experiments examined these issues for nouns in native English speakers and bilingual Hindi-English speakers with a developmental perspective. Experiments 1 and 2 were conducted with English monolinguals in San Diego. In experiment 1, age of acquisition norms were collected from college-age adults. In experiment 2, online picture naming data was collected from four age groups of English monolinguals (5-7, 8-10, 11-13 and college-age adults). Experiments 3 and 4 were conducted on Hindi-English bilinguals in India. In experiment 3, age of acquisition and word frequency norms were collected from college-age adults. In experiment 4, online picture naming and word reading data were collected from three age groups of Hindi-English bilinguals (8-10, 11-13 and college-age adults). Comparisons of performance on two lexical access tasks (on-line picture naming and word reading) in monolingual English speakers and bilingual Hindi-English speakers, were conducted. Results and discussion are aimed at addressing issues of language processing, lexical access and development. Overall, results indicate that there is developmental improvement on the lexical access tasks. In addition, the predictor-outcome relationships are generally similar for both monolinguals and bilinguals. Age of acquisition is the most consistent predictor of both picture naming and word reading behavior, in both monolingual and bilingual speaker. There are differential effects of frequency in the languages of the bilingual in the word reading task, with orthographic differences interacting with frequency effects. However, there are interesting differences that arise between the monolinguals and within the bilinguals, because of language dominance and proficiency. Results and discussion focus on quantitative analyses, examining lexical access processes in monolinguals and bilinguals, and examining the relationship between the psycholinguistic variables (such as age of acquisition, frequency, and syllable length) and performance on the language production tasks. Future directions focus on highlighting some limitations of this research, in addition to discussing the need for more in depth qualitative analyses, and extending these paradigms to clinical populations.
机译：本论文提出了一系列有关词汇访问和识字以及心理语言因素（例如单词学习年龄，单词频率等）的过程的问题，这些过程会影响以单语和双语说话者。四个实验从发展的角度研究了母语为英语的母语者和双语印地语-英语的名词中这些名词的问题。实验1和2是在圣地亚哥使用英语的一种语言进行的。在实验1中，从大学生中收集了习得规范的年龄。在实验2中，从四个年龄段的英语单语者（5-7岁，8-10岁，11-13岁和大学年龄的成年人）收集了在线图片命名数据。实验3和4是针对印度的印地文-英文双语者进行的。在实验3中，收集了大学年龄成年人的习得年龄和单词频率规范。在实验4中，从三个年龄段的印地语-英语双语者（8-10岁，11-13岁和大学年龄的成年人）中收集了在线图片命名和单词阅读数据。进行了两种语言访问能力（在线图片命名和单词阅读）在英语为英语的双语者和英语为英语的双语者之间的比较。结果和讨论旨在解决语言处理，词汇访问和开发方面的问题。总体而言，结果表明在词汇访问任务上有发展改进。此外，单语者和双语者的预测结果之间的关系通常相似。在单语和双语者中，获取年龄是图片命名和单词阅读行为的最一致的预测因子。在单词阅读任务中，双语语言中的频率会产生差异，正字法差异会与频率效应相互作用。但是，由于语言的优势和熟练程度，单语者之间和双语者之间会产生有趣的差异。结果和讨论的重点是定量分析，检查单语和双语的词汇访问过程以及检查语言语言变量（例如习得年龄，频率和音节长度）与语言生产任务表现之间的关系。除了讨论对更深入的定性分析的需求，并将这些范例扩展到临床人群之外，未来的方向着重于突出这项研究的一些局限性。

著录项

  • 作者

    Iyer, Gowri Krovi.;

  • 作者单位

    University of California, San Diego and San Diego State University.;

  • 授予单位 University of California, San Diego and San Diego State University.;
  • 学科 Language Linguistics.;Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 276 p.
  • 总页数 276
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 人口学;
  • 关键词

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