Abstract
The adult lexicon links concepts and labels with related meanings (e.g., dog-cat). How do children's encounters with concepts versus labels contribute to semantic development? Three studies investigated semantic priming in 40 monolinguals and 32 bilinguals, who have similar experience with concepts but different experience with labels (i.e., monolinguals hear "dog," bilinguals hear "dog" and "chien"). Similarities in performance across monolinguals and bilinguals at age 24months, as well as across bilinguals' two languages at age 30months, support the position that encounters with concepts contribute more to early semantic development than encounters with labels. Findings also suggest that the effects of semantic priming are challenging to observe at 24months but are strong in bilinguals by age 30months.
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