This study mapped the trajectory of developing derivational morphological knowledge in Hebrew monolingual and Russian–Hebrew bilingual children. We investigated 2nd and 4th graders, using a two-by-two structure along the dimensions of modality (comprehension, production) and type of word (real-word, pseudo-word). Performance in the morphological analogies comprehension tasks improved with grade, and monolingual and bilingual children performed equally well. A different pattern was evident in production tasks. In real-word production, monolingual children were more accurate than bilingual children, but this group difference narrowed with age. In pseudo-word production, monolingual children used more morphological elements than bilingual children, and there was also a tendency towards group differences narrowing with age. Detailed error analyses across all tasks revealed that monolingual children recruited more morphological elements than bilingual children. We present implications for assessment of morphological knowledge, and suggest that morphological intervention is a promising avenue for promoting bilingual children’s success.

中文翻译：

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单语和双语儿童派生形态学知识的发展：情态和词汇的影响

这项研究描绘了希伯来语单语和俄语-希伯来语双语儿童衍生形态学知识的发展轨迹。我们调查了2ND和 4th评分者，沿着模态（理解、产生）和单词类型（真实单词、伪单词）的维度使用二乘二的结构。形态类比理解任务的表现随着年级的增长而提高，单语和双语儿童的表现同样出色。生产任务中明显存在不同的模式。在实际单词生成中，单语儿童比双语儿童更准确，但这一群体差异随着年龄的增长而缩小。在伪词的产生中，单语儿童比双语儿童使用更多的形态元素，而且随着年龄的增长，群体差异也有缩小的趋势。对所有任务的详细错误分析表明，单语儿童比双语儿童吸收更多的形态元素。我们提出了形态学知识评估的意义，并建议形态学干预是促进双语儿童成功的一个有前途的途径。