Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Bilingualism | 2 |
| Learning Strategies | 2 |
| Monolingualism | 2 |
| Vocabulary Development | 2 |
| Ambiguity (Context) | 1 |
| Bilingual Students | 1 |
| Child Language | 1 |
| Cognitive Mapping | 1 |
| Infants | 1 |
| Inferences | 1 |
| Language Acquisition | 1 |
| More ▼ | |
Source
| Developmental Science | 2 |
Author
| Anna-Lena Ciesla | 1 |
| Escudero, Paola | 1 |
| Kalashnikova, Marina | 1 |
| Kidd, Evan | 1 |
| Natalie Bleijlevens | 1 |
| Tanya Behne | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkNatalie Bleijlevens; Anna-Lena Ciesla; Tanya Behne – Developmental Science, 2025
Do mono- and bilingual children differ in the way they learn novel words in ambiguous settings? Listeners may resolve referential ambiguity by assuming that novel words refer to unknown, rather than known, objects--a response known as the "mutual exclusivity effect." Past research suggested that mono- and bilinguals differ with regard to…
Descriptors: Monolingualism, Bilingualism, Bilingual Students, Child Language
Kalashnikova, Marina; Escudero, Paola; Kidd, Evan – Developmental Science, 2018
The mutual exclusivity (ME) assumption is proposed to facilitate early word learning by guiding infants to map novel words to novel referents. This study assessed the emergence and use of ME to both disambiguate and retain the meanings of novel words across development in 18-month-old monolingual and bilingual children (Experiment 1; N = 58), and…
Descriptors: Cognitive Mapping, Vocabulary Development, Retention (Psychology), Monolingualism
