6. From parental attitudes to input conditions
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Research shows correlations between proficiency and language attitudes. Other studies associate performance in young bilinguals more strongly with adult language input and practice at home than with individual attitudes in youth. No studies, however, have examined how attitudes and family practice are implicated in the linguistic development of bilingual children. This study examines (1) the interplay between attitudinal and objective factors in setting the input conditions relevant for child bilingual acquisition; (2) how parental attitudes and community context shape home language practices and input conditions; and (3) how input conditions determine bilingual proficiency and degree of morphosyntactic transfer in young bilinguals. Twenty three bilingual children participated in the study. Children completed an elicited narrative and a word order task to assess the extent of transfer. They were asked to repeat sentences with clitics in reconstruction environments. If object pronoun linearization was vulnerable to transfer, children with stronger English dominance were expected to favor postverbal positioning. Results show strong correlation between family’s attitudes to Spanish and bilingualism, but only moderate association between these and language practice. The most important difference in terms of dominance between the children related to onset of bilingualism. Results from the repetition task show a tendency by bilinguals to reposition preverbal pronouns as postverbal, a pattern not attested among monolinguals, and a lesser degree of the preverbal pattern. The simultaneous bilinguals favor the predicted transfer pattern more strongly, and also show high rates of pronoun omissions. These results suggest that input conditions are the primary factor in language maintenance in young bilinguals.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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) | 0.008 | 0.002 |
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