Word Learning in Bilingual Typical and Late Talking Children: The Role of Meaning and Input

Purpose

The goal of this clinical trial is to understand how different types of word categories, along with the language children hear from their parents, support bilingual toddlers' word learning. This study will address two main questions: (1) How are the words toddlers know related to the words their parents use? and (2) How does what toddlers already know help them learn new words in two languages? The investigators will compare bilingual toddlers with typical development to those with language delay to determine whether they learn new words in similar ways. Children's vocabulary knowledge will be assessed using standardized parent-report checklists. To examine how different types of categories support learning, the study will focus on two early-acquired categories: animals and clothing. The investigators will compare what parents report about their children's vocabulary with how children learn new words within each category. To understand the role of parent input, children and their parents will engage in shared book reading and play activities using materials from one of the target categories. Parent-child interactions will be video recorded. Children will also complete an eye-tracking task in which they learn new words in two languages within the same category.

Conditions

  • Bilingualism
  • Vocabulary Acquisition
  • Late Talkers
  • Network Science

Eligibility

Eligible Ages
Between 24 Months and 30 Months
Eligible Sex
All
Accepts Healthy Volunteers
Yes

Inclusion Criteria

  • At least 10% exposure to both English and Spanish or at least 90% exposure to English and another language

Exclusion Criteria

  • Hearing impairment - Uncorrected visual impairment - Neurological impairment - Genetic syndromes - Neurodevelopmental disabilities (e.g. autism) - More than 10% exposure to a language other than English or Spanish

Study Design

Phase
N/A
Study Type
Interventional
Allocation
Randomized
Intervention Model
Parallel Assignment
Intervention Model Description
A mixed-factor design where each child will be randomly assigned to one of two word learning conditions (animal or clothing). Within each condition, children will learn words in single and dual language conditions. The clinical group (toddlers with late talking) is compared to the control group (toddlers with typical development) on these conditions.
Primary Purpose
Basic Science
Masking
None (Open Label)

Arm Groups

ArmDescriptionAssigned Intervention
Experimental
Toddlers with typical language development 		Children who have typical vocabulary sizes and do not have a history of hearing or vision impairment, neurodevelopmental disorders, or neurological or cognitive delays/disorders.
  • Behavioral: Large Semantic Category Condition
    Participants will learn new words that refer to objects that belong to a category from which toddlers know many words (i.e., animals). They will learn new animal words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about animals and play with animal toy sets.
  • Behavioral: Small Semantic Category Condition
    Participants will learn new words that refer to objects that belong to a category from which toddlers know few words (i.e., clothing). They will learn new clothing words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about clothes and play with toy sets that include clothing.
Experimental
Toddlers with language delay 		Children whose vocabulary size is atypically small for their age in the absence of hearing impairment, neurodevelopmental disorders, or other cognitive delays.
  • Behavioral: Large Semantic Category Condition
    Participants will learn new words that refer to objects that belong to a category from which toddlers know many words (i.e., animals). They will learn new animal words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about animals and play with animal toy sets.
  • Behavioral: Small Semantic Category Condition
    Participants will learn new words that refer to objects that belong to a category from which toddlers know few words (i.e., clothing). They will learn new clothing words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about clothes and play with toy sets that include clothing.

Recruiting Locations

Boston University
Boston, Massachusetts 02215
Contact:
Kimberly Crespo, PhD, CCC-SLP
(617) 358-0790
kcrespo@bu.edu

More Details

Status
Recruiting
Sponsor
Boston University Charles River Campus

Study Contact