{"pk":26649,"title":"A shape-heavy vocabulary does not a shape bias make: A comparison of thecontent of English-learning children’s and Spanish-learning children’s typicalvocabularies","subtitle":null,"abstract":"We asked why Spanish-monolingual children exhibit a weaker, slower-to-develop shape bias in word-learning con-texts compared to English-monolingual children (Hahn & Cantrell, 2012). Ten English-monolingual adults and nine English-Spanish bilingual adults rated the perceptual similarity of items indicated by subsets of words from the English MCDI andSpanish MCDI, respectively. Consistent with previous research with similar methodology (Samuelson & Smith, 1999), wordsfor shape-similar items predominated in the content of the English MCDI (47.72%; agreement: 70%, p < .05). Interestingly,words for shape-similar items also predominated in the content of the Spanish MCDI (56.67%; agreement: 70%, p < .05).Results suggest that the types of words that children learn play a less important role in the development of the shape biasthan other proposed factors (e.g., syntactical regularities; Smith, 2000). Additional findings and implications for children withvarious language backgrounds will be discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0hn1h153","frozenauthors":[{"first_name":"Emily","middle_name":"","last_name":"Russell","name_suffix":"","institution":"California State University, Northridge","department":""},{"first_name":"Christina","middle_name":"","last_name":"Schonberg","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Shawntel","middle_name":"","last_name":"Barreiro","name_suffix":"","institution":"California State University, Northridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26649/galley/16285/download/"}]}