French-English bilingual children’s motion event communication shows crosslinguistic influence in speech but not gesture
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
Abstract Bilinguals sometimes show crosslinguistic influence from one language to another while speaking (or gesturing). Adult bilinguals have also shown crosslinguistic influence in gestures as well as speech, suggesting an underlying conceptualization that is similar for both languages. The primary purpose of the present study is to test if the same is true of simultaneous French-English bilingual children in speaking and gesturing about motion. If so, they might show different patterns from both French and English monolinguals. Furthermore, we examined whether there were developmental changes between early and middle childhood. French-English bilingual and French and English monolingual children watched two cartoons and described them. In speech, the bilinguals differed from the English monolinguals, using more lexicalizations of the Path of motion in token numbers but not in type. They did not differ from the French monolinguals. In gestures, all children used a majority of Path gestures. There were few age-related changes. We argue that in speech, the bilinguals conceptualize their two languages differently, but show some crosslinguistic influence due to processing. Gestures may not show this same pattern, because they serve to highlight the important parts of the discourse.
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) | 0.000 | 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) | 0.004 | 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