Effect of speaker certainty on novel word learning in monolingual and bilingual children.

Abstract

In the present study, we examined the effect of speaker certainty on word-learning performance in English-speaking monolingual (M Age = 6.92) and Spanish-English bilingual (M Age = 7.32) children. No group differences were observed when children learned novel words from a certain speaker. However, bilingual children were more willing to learn novel words from an uncertain speaker than their monolingual peers. These findings indicate that language experience influences how children weigh cues to speaker credibility during learning and suggest that children with more diverse linguistic backgrounds (i.e., bilinguals) are less prone to prioritizing information based on speaker certainty.