EVIDENCE OF NON-SELECTIVE LEXICAL ACCESS IN CHILDREN FROM A PORTUGUESE-ENGLISH BILINGUAL SCHOOL
Bibliographic record
Abstract
The issue of language selectivity regarding lexical access of bilingual adults has been thoroughly reported in the literature. However, studies with bilingual children are still limited, especially in the Brazilian context. To fill this gap, the present study was conducted with the goal of investigating whether the same cognate facilitation effect reported for bilingual adults is also true for bilingual children. To do so, two experiments were carried out. In Experiment 1, 53 Portuguese-English bilingual children from 3rd and 7th grade took part in a lexical decision task which had a Portuguese and an English version. In Experiment 2, 18 English monolinguals performed the English version of the lexical decision task. The results of Experiment 1 showed that the cognate effect was evident for the two groups of bilinguals when the task was performed in the L2- English, even though no statistical difference between the two groups of bilinguals was found. When performing the task in the L1 – Portuguese, the bilingual groups showed no cognate effect, which suggests that these participants had not reached a level of proficiency in which the L2 can influence L1 processing. The results of Experiment 2 showed no cognate facilitation effect for monolinguals, indicating that the results of the bilingual participants, in the English version of the lexical decision task, were indeed due to the cognate status of the words of the bilingual's two languages. In short, the present results favor the nonselective view of lexical access and the effect of proficiency in the perception of cross language similarity.
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How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".