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Further, quantitative measures of vocal performance (proportion of usage of well-formed syllables and vowel-like sounds) showed additional similarities between monolingual and bilingual infants.
On the possibilities of becoming a monolingual but competent speaker.
The similarity of the bilingual and monolingual outcomes can, however, be viewed positively.
Moreover, of course, if one considered "total" vocabulary (counting doublets twice and singlets once), bilinguals could be seen to exceed monolinguals dramatically in vocabulary size.
In addition to forward and backward transfer, another logically possible outcome is differentiation, with language learners performing like monolinguals in each of their two languages.
In fact, older monolingual children selected the unfamiliar object following an unfamiliar name over 90 % of the time.
In contrast to the older children's responses, however, no significant differences were found in younger monolingual and bilingual children's responses to unfamiliar objects.
Crucially, the combined amount of words produced taken from both of their languages equaled that of the monolingual child's.
The production rate of object clitics in obligatory contexts was as low as 40%, compared to over 80% for level-matched monolinguals (mean age: 3;3).
This paper discusses the use of concordances in the classroom, with particular reference to the pedagogical implications of the differences between parallel and monolingual concordances.
Occasionally, however, the less skilled bilingual readers performed better than their monolingual counterparts, especially in phonologically related tasks such as spelling.
In the working memory task the only difference was the advantage the less skilled bilingual readers had over their monolingual counterparts.
Also, false-analogy - influenced substitutions may result after the words are passed on to monolinguals, who are more likely to assume different semantic connections.
Alternatively, will narratives told by bilinguals show marked differences from those of monolinguals in ways that are not clearly related to linguistic or cultural effects?
It is also worth noting that the types and distribution of mazes in bilingual children were like those in monolingual children.
