Probing the role of multilingualism and working memory in cross-situational word learning.

ABSTRACT

Cross-situational word learning (CSWL), the ability to resolve word-referent ambiguity across encounters, is a powerful mechanism found in infants, children, and adults. Yet, we know little about what predicts individual differences in CSWL, especially when learning different mapping structures, such as when referents have a single name (11 mapping structure) or two names (21 mapping structure). Here, we investigated how multilingual experience and working memory skills (visuo-spatial and phonological) contributed to CSWL of 11 and 21 structures. Monolingual (n = 78) and multilingual (n = 106) adults completed CSWL tasks of 11 and 21 structures, a symmetry span task, and a listening span task. Results from path models showed that multilingualism predicted visuo-spatial working memory but not CSWL. Additionally, phonological working memory predicted accuracy on CSWL of 11 structure, but not 21 structure. Findings highlight the importance of considering language experience and cognitive skills together to better understand the factors that promote individual CSWL skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).