Infants learning from social worlds. Is bilingual learning special?

Ágnes M. Kovács

A fundamental task of young infants is to learn from and about their social environment. However, these environments may be relatively different, and one interesting case is that of bilingual infants. While the most obvious difference between monolingual and bilingual environments is that in the latter infants have to learn their native languages from their social partners via linguistic input that contains two linguistic systems and it is likely more noisy, possible effects may go well beyond language and affect learning differently in various domains. For instance, bilingualism may also come with a need to sustain two alternative representations of the same reality or to realize that some people share external or internal characteristics (e.g. knowledge structures), while others do not. In the first part we will address the changes or adaptations bilingual environments may elicit in language and cognitive processing, while in the second part we will focus on possible differences on how infants learn about their social partners (their group membership, their intentions, or knowledge).

14th & 15th September 2020

9:00 to 11:00 CEST/UTC+2

This project has received funding from the European Union's Horizon2020 research and innovation programme under the Marie Skłodowska Curie grant agreement No 765556.

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