Dissertation/Thesis Abstract

A neurocognitive investigation of bilingual advantages at additional language learning
by Grey, Sarah Elizabeth, Ph.D., Georgetown University, 2013, 237; 3590106
Abstract (Summary)

This study investigated bilingual advantages at additional languages learning by comparing early, highly proficient bilinguals to monolinguals' learning of an additional language in adulthood. The study used both behavioral and neurocognitive measures (event-related potentials) and tested subjects along the trajectory of learning from low to high experience across two exposure contexts: with or without grammar information on the language. The results of the study showed that behavioral results varied as a function of exposure context - performance differences were found when subjects were not provided with grammar information but were absent when such information was provided. The neurocognitive measures revealed differences in processing between bilinguals and monolinguals, especially at low levels of experience. This too varied as a function of exposure context, as well as linguistic structure.

Indexing (document details)
Advisor: Sanz, Cristina, Ullman, Michael T.
Commitee: Morgan-Short, Kara
School: Georgetown University
Department: Spanish & Portuguese
School Location: United States -- District of Columbia
Source: DAI-A 74/12(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Linguistics, Cognitive psychology
Keywords: Bilingualism, Event-related potentials (ERPs), Language acquisition, Neurolinguistics
Publication Number: 3590106
ISBN: 978-1-303-29333-7
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