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Maria M. Arredondo
University of British Columbia
15Publications
5H-index
72Citations
Publications 15
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#1Maria M. Arredondo (UBC: University of British Columbia)H-Index: 5
#2Xiao-Su Hu (UM: University of Michigan)H-Index: 7
Last.Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 6 authors...
Abstract When a listener hears a word, multiple lexical items may come to mind; for instance, /kaen/ may activate concepts with similar phonological onsets such as candy and candle. Acquisition of two lexicons may increase such linguistic competition. Using functional Near-Infrared Spectroscopy neuroimaging, we investigate whether bilingualism impacts word processing in the child’s brain. Bilingual and monolingual children (N = 52; ages 7–10) completed a lexical selection task in English, where ...
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#1Maria M. Arredondo (UBC: University of British Columbia)H-Index: 5
#2Xiao-Su Hu (UM: University of Michigan)H-Index: 7
Last.Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 5 authors...
Language acquisition is characterized by progressive use of inflectional morphology marking verb tense and agreement. Linguistic milestones are also linked to left-brain lateralization for language specialization. We used neuroimaging (fNIRS) to investigate how bilingual exposure influences children's cortical organization for processing morpho-syntax. In Study 1, monolinguals and bilinguals (n = 39) completed a grammaticality judgment task that included English sentences with violations in earl...
2 CitationsSource
#1Maria M. Arredondo (UM: University of Michigan)H-Index: 5
#2Susan A. Gelman (UM: University of Michigan)H-Index: 65
Latinos are the largest minority group in the United States (U.S. Census, 2014), yet this term comprises individuals from multiple ethnicities who speak distinct varieties of Spanish. We investigated whether Spanish–English bilingual children (N = 140, ages 4–17) use Spanish varieties in their social judgments. The findings revealed that children distinguished varieties of Spanish but did not use Spanish dialects to make third-person friendship judgments until 10–12 years; this effect became str...
1 CitationsSource
#1Lucy Shih Ju Hsu (UM: University of Michigan)H-Index: 4
#2Ka I. Ip (UM: University of Michigan)H-Index: 4
Last.Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 5 authors...
ABSTRACTThe developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second-language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different langua...
4 CitationsSource
#1Lena V. Kremin (UM: University of Michigan)H-Index: 1
#2Maria M. Arredondo (UM: University of Michigan)H-Index: 5
Last.Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 5 authors...
ABSTRACTModels of monolingual literacy propose that reading acquisition builds upon children’s semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children’s literacy. A comparison between Spanish–English bilingual and English monolingual children (ages 6–13, N = 70) from the US revealed that bilinguals had stronger associations between phonological and orthogr...
2 CitationsSource
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#1Ka I. Ip (UM: University of Michigan)H-Index: 4
#2Lucy Shih Ju Hsu (HKU: University of Hong Kong)H-Index: 4
Last.Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 5 authors...
Can bilingual exposure impact children's neural circuitry for learning to read? To answer this question, we investigated the brain bases of morphological awareness, one of the key spoken language abilities for learning to read in English and Chinese. Bilingual Chinese-English and monolingual English children (N = 22, ages 7–12) completed morphological tasks that best characterize each of their languages: compound morphology in Chinese (e.g. basket + ball = basketball) and derivational morphology...
7 CitationsSource
#1Maria M. Arredondo (UM: University of Michigan)H-Index: 5
#2Xiao-Su Hu (UM: University of Michigan)H-Index: 7
Last.Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 4 authors...
Bilingualism is a typical linguistic experience, yet relatively little is known about its impact on children's cognitive and brain development. Theories of bilingualism suggest that early dual-language acquisition can improve children's cognitive abilities, specifically those relying on frontal lobe functioning. While behavioral findings present much conflicting evidence, little is known about its effects on children's frontal lobe development. Using functional near-infrared spectroscopy (fNIRS)...
16 CitationsSource
#1Maria M. ArredondoH-Index: 5
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