Words as Things: Development of Word Concept by Bilingual Children

Abstract

The development of the concept of word is discussed in terms of specific metalinguistic advantages that might be available to bilingual children when compared with their monolingual peers. Three studies are reviewed in which bilingual children show more advanced understanding of some aspects of the concept of word than do monolingual children. The specific advantages demonstrated by these three studies are summarized and related to processes in more general cognitive development.