The relationship between bilingual exposure and vocabulary development
Why this work is in the frame
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Bibliographic record
Abstract
The relationship between amount of bilingual exposure and performance in receptive and expressive vocabulary in French and English was examined in 5-year-old Montreal children acquiring French and English simultaneously as well as in monolingual children. The children were equated on age, socio-economic status, nonverbal cognition, and on minority/majority language status (both languages have equal status), but differed in the amount of exposure they had received to each language spanning the continuum of bilingual exposure levels. A strong relationship was found between amount of exposure to a language and performance in that language. This relationship was different for receptive and expressive vocabulary. Children having been exposed to both languages equally scored comparably to monolingual children in receptive vocabulary, but greater exposure was required to match monolingual standards in expressive vocabulary. Contrary to many previous studies, the bilingual children were not found to exhibit a significant gap relative to monolingual children in receptive vocabulary. This was attributed to the favorable language-learning environment for French and English in Montreal and might also be related to the fact the two languages are fairly closely related. Children with early and late onset (before 6 months and after 20 months) of bilingual exposure who were equated on overall amount of exposure to each language did not differ significantly on any vocabulary measure.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it