Giovanna Morini
Biographic Data
| ID | 5887371 |
|---|---|
| NAME | Giovanna Morini |
| GIVEN NAMES | Giovanna |
| FAMILY NAME | Morini |
| SIGNATURE | MORINI G |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0002-0034-8213 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The role of visual cues on word recognition in noise in monolingual and bilingual toddlers
Aims and objectives/purpose/research questions: The purpose of this study was to examine how visual speech cues impact the ability to recognize words in the presence of background noise in toddlers who vary in language exposure (i.e., being raised bilingual or monolingual). Design/methodology/approach: Seventy-two children (36 monolinguals and 36 bilinguals) between the ages of 24 and 35 months completed an online Preferential Looking task where …
The Feasibility of Remote Visual-World Eye-Tracking With Young Children
Visual-world eye-tracking has long been a useful tool for measuring young children’s real-time interpretation of words and sentences. Recently, researchers have extended this method to virtual platforms to reduce equipment costs and recruit more diverse participants. However, there is currently limited guidance on best practices, which require individual researchers to invent their own methodologies and may prevent broader adoption. Here, we pres…
Spoken or sung? Examining word learning in child-directed speech and in song
The present study examines whether presenting words in song versus spoken sentences can lead to differences in word learning in 47–50-month-old children. This work extends previous findings on this topic and evaluates whether the location of pitch changes within the song may contribute to how well the words are learned. Using a Preferential Looking Paradigm, 32 children were taught the names of objects, either in spoken sentences or in a song tha…
From one language to the other
The present work examines the impact of code-switching (CS) on novel word learning in adult second language (L2) learners of Spanish. Participants completed two sessions (1–3 days apart). In the first session, they were taught 32 nonwords corresponding to novel creatures. Training occurred across 4 conditions: (1) a sentence in English only, (2) a sentence in Spanish only (the L2), (3) a sentence that contained CS from Spanish-to-English, (4) a s…
A comparison of monolingual and bilingual toddlers’ word recognition in noise
Aims and objectives: The purpose of this study was to examine whether differences in language exposure (i.e., being raised in a bilingual versus a monolingual environment) influence young children’s ability to comprehend words when speech is heard in the presence of background noise. Methodology: Forty-four children (22 monolinguals and 22 bilinguals) between the ages of 29 and 31 months completed a preferential looking task where they saw pictur…
Monolingual and Bilingual Word Recognition and Word Learning in Background Noise
The question of whether bilingualism leads to advantages or disadvantages in linguistic abilities has been debated for many years. It is unclear whether growing up with one versus two languages is related to variations in the ability to process speech in the presence of background noise. We present findings from a word recognition and a word learning task with monolingual and bilingual adults. Bilinguals appear to be less accurate than monolingua…
Dónde está la ball? Examining the effect of code switching on bilingual children's word recognition
Hearing words in sentences facilitates word recognition in monolingual children. Many children grow up receiving input in multiple languages – including exposure to sentences that ‘mix’ the languages. We explored Spanish–English bilingual toddlers’ (n = 24) ability to identify familiar words in three conditions: (i) single word ( ball! ); (ii) same-language sentence ( Where's the ball ? ); or (iii) mixed-language sentence ( Dónde está la ball ? )…
Look at the gato! Code-switching in speech to toddlers
We examined code-switching (CS) in the speech of twenty-four bilingual caregivers when speaking with their 18- to 24-month-old children. All parents CS at least once in a short play session, and some code-switched quite often (over 1/3 of utterances). This CS included both inter-sentential and intra-sentential switches, suggesting that at least some children are frequently exposed to mixed-language sentences. However, we found no evidence that th…
No prominent works on this page.
Look at the gato! Code-switching in speech to toddlers
We examined code-switching (CS) in the speech of twenty-four bilingual caregivers when speaking with their 18- to 24-month-old children. All parents CS at least once in a short play session, and some code-switched quite often (over 1/3 of utterances). This CS included both inter-sentential and intra-sentential switches, suggesting that at least some children are frequently exposed to mixed-language sentences. However, we found no evidence that th…
Dónde está la ball? Examining the effect of code switching on bilingual children's word recognition
Hearing words in sentences facilitates word recognition in monolingual children. Many children grow up receiving input in multiple languages – including exposure to sentences that ‘mix’ the languages. We explored Spanish–English bilingual toddlers’ (n = 24) ability to identify familiar words in three conditions: (i) single word ( ball! ); (ii) same-language sentence ( Where's the ball ? ); or (iii) mixed-language sentence ( Dónde está la ball ? )…
Monolingual and Bilingual Word Recognition and Word Learning in Background Noise
The question of whether bilingualism leads to advantages or disadvantages in linguistic abilities has been debated for many years. It is unclear whether growing up with one versus two languages is related to variations in the ability to process speech in the presence of background noise. We present findings from a word recognition and a word learning task with monolingual and bilingual adults. Bilinguals appear to be less accurate than monolingua…
A comparison of monolingual and bilingual toddlers’ word recognition in noise
Aims and objectives: The purpose of this study was to examine whether differences in language exposure (i.e., being raised in a bilingual versus a monolingual environment) influence young children’s ability to comprehend words when speech is heard in the presence of background noise. Methodology: Forty-four children (22 monolinguals and 22 bilinguals) between the ages of 29 and 31 months completed a preferential looking task where they saw pictur…
From one language to the other
The present work examines the impact of code-switching (CS) on novel word learning in adult second language (L2) learners of Spanish. Participants completed two sessions (1–3 days apart). In the first session, they were taught 32 nonwords corresponding to novel creatures. Training occurred across 4 conditions: (1) a sentence in English only, (2) a sentence in Spanish only (the L2), (3) a sentence that contained CS from Spanish-to-English, (4) a s…
The Feasibility of Remote Visual-World Eye-Tracking With Young Children
Visual-world eye-tracking has long been a useful tool for measuring young children’s real-time interpretation of words and sentences. Recently, researchers have extended this method to virtual platforms to reduce equipment costs and recruit more diverse participants. However, there is currently limited guidance on best practices, which require individual researchers to invent their own methodologies and may prevent broader adoption. Here, we pres…
Spoken or sung? Examining word learning in child-directed speech and in song
The present study examines whether presenting words in song versus spoken sentences can lead to differences in word learning in 47–50-month-old children. This work extends previous findings on this topic and evaluates whether the location of pitch changes within the song may contribute to how well the words are learned. Using a Preferential Looking Paradigm, 32 children were taught the names of objects, either in spoken sentences or in a song tha…
The role of visual cues on word recognition in noise in monolingual and bilingual toddlers
Aims and objectives/purpose/research questions: The purpose of this study was to examine how visual speech cues impact the ability to recognize words in the presence of background noise in toddlers who vary in language exposure (i.e., being raised bilingual or monolingual). Design/methodology/approach: Seventy-two children (36 monolinguals and 36 bilinguals) between the ages of 24 and 35 months completed an online Preferential Looking task where …
Psychology (7 works) · Linguistics (6 works) · Computer Science (5 works) · Language Development and Disorders (4 works) · Vocabulary (4 works) · Artificial Intelligence (3 works) · Communication (3 works) · Developmental psychology (3 works) · Hearing Impairment and Communication (3 works) · Language acquisition (3 works)