Comparison of novel word learning in bilingual and monolingual infants using mutual exclusivity: A systematic review

Abstract

Research comparing bilingual and monolingual infants on novel word learning tasks using the mutual exclusivity assumption has been inconclusive. To this date, a systematic review on novel word learning comparing the use of the mutual exclusivity bias between typically developing bilingual and monolingual infants in different learning contexts has not been conducted. We, therefore, examined the impact of learning environments on bilingual and monolingual infants’ novel word mapping using the mutual exclusivity assumption. Data extraction, quality assessment, and synthesis were performed according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines to assess the significance of learning environments in bilingual and monolingual infants’ adherence to mutual exclusivity during novel word learning tasks. The search keywords (mutual exclusivity OR word learning OR Fast mapping OR disambiguation) AND (bilingual AND monolingual) AND ("infants") were used in four academic databases, namely, PubMed, PsycInfo, Web of Science and Linguistics, and Language Behavior Abstracts (LLBA). The Cochrane guide for intervention reviews was used for the data extraction and risk of bias. Synthesis methods included data tabulation and a textual approach (narrative synthesis) of the selected studies. Records of 143 relevant studies were found, but only four were included in this review based on eligibility criteria. Outcomes suggest that bilingual and monolingual differences and similarities in linguistic learning environments. However, in social contexts, consistency could not be assessed due to the lack of evidence found in this review.