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Journal of Speech, Language, and Hearing Research Vol.49 572-587 June 2006. doi:10.1044/1092-4388(2006/041)
© American Speech-Language-Hearing Association
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Lexical–Semantic Organization in Bilingual Children: Evidence From a Repeated Word Association Task

Li Sheng
Northwestern University, Evanston, IL

Karla K. McGregor
University of Iowa, Iowa City

Viorica Marian
Northwestern University

Contact author: Li Sheng, Department of Communication Sciences and Disorders, 2240 Campus Drive, Northwestern University, Evanston, IL 60208. Email: lil-sh{at}northwestern.edu

PURPOSE: This study examined lexical–semantic organization of bilingual children in their 2 languages and in relation to monolingual age-mates.

METHOD: Twelve Mandarin–English bilingual and 12 English monolingual children generated 3 associations to each of 36 words. Responses were coded as paradigmatic (dog–cat) or syntagmatic (dog–bark).

RESULTS: Within the bilingual group, word association performance was comparable and correlated between 1st and 2nd languages. Bilingual and monolingual children demonstrated similar patterns of responses, but subtle group differences were also revealed. When between-group comparisons were made on English measures, there was a bilingual advantage in paradigmatic responding during the 1st elicitation and for verbs.

CONCLUSION: Results support previous studies in finding parallel development in bilinguals' 1st- and 2nd-language lexical–semantic skills and provide preliminary evidence that bilingualism may enhance paradigmatic organization of the semantic lexicon.

KEY WORDS: bilingual, lexical–semantic organization, syntagmatic–paradigmatic shift, word association


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