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Until recently, there has been little evidence regarding how and when monolingual children begin to integrate words into an inter-connected semantic system and to develop an adult-like semantic system encoding relationships between words. Recent evidence shows that the organization of words in semantic long-term memory by their common features, taxonomic or associative relations, starts to develop at the end of the second year of life. It is, however, not well-documented how lexical-semantic development depends on linguistic experience, that is, whether a child is exposed to one or two languages. Both eye-tracking and event-related potential (ERP) techniques are used in the project.