Research Program: Speech and Language
Bridging the gap between domain-general cognitive processes and word learning in monolingual and bilingual children.
Monolingual and bilingual children exhibit differences in key development areas as a result of being exposed to different linguistic experiences. When compared with monolinguals, bilingual children commonly have a lower vocabulary in one of their languages by the time they start schooling. But they also have advantages in other areas such as cognitive skills, which they likely use to increase their vocabulary. However, bilinguals’ cognitive differences and strengths during vocabulary learning are not well understood and therefore possibly underutilised in formal settings (such preschool and school). This problem occurs because there is a lack of knowledge about how cognitive differences in monolingual and bilingual children affect and predict their ability to learn and retain language. This research investigates which key domain-general cognitive abilities predict monolingual and bilingual children's word learning under three paradigms (i.e., mutual exclusivity, cross situational and incidental novel word learning), while assessing their capacity to retain the newly learnt words throughout time. The results of the present study will demonstrate individual language learning strategies that can be used to leverage vocabulary learning in a tailor-made fashion.
- Master of Science (Honours), 2018, The MARCS Institute for Brain, Behaviour and Development - Western Sydney University
- Bachelor of Arts (Interpreting and Translation), 2015, Western Sydney University
- Lawyer (2001), School of Law, Catholic University Santa Maria, Peru
Pino Escobar, G., Kalashnikova, M., & Escudero, P. (2018). Vocabulary matters! The relationship between verbal fluency and measures of inhibitory control in monolingual and bilingual children. Journal of experimental child psychology, 170, 177-189.
Pino Escobar, G., Kalashnikova, M., & Escudero, P. (2016). The bilingual advantage in the language processing domain: Evidence from the Verbal Fluency Task. Proceedings of the 16th Australasian International Conference on Speech Science and Technology, 129 -132.
Pino Escobar, G., Terry, J., Kriengwatana, B. P., & Escudero, P. (2016). Speech normalization across speaker, sex and accent variation is handled similarly by listeners of different language backgrounds. Proceedings of the 16th Australasian International Conference on Speech Science and Technology, 161 -164.