The Swerve: How Childhood Bilingualism Changed from Liability to Benefit

Autor/inn/en	Bialystok, Ellen; Hawrylewicz, Kornelia; Grundy, John G.; Chung-Fat-Yim, Ashley
Titel	The Swerve: How Childhood Bilingualism Changed from Liability to Benefit
Quelle	In: Developmental Psychology, 58 (2022) 8, S.1429-1440 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bialystok, Ellen) ORCID (Hawrylewicz, Kornelia) ORCID (Grundy, John G.) ORCID (Chung-Fat-Yim, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001376
Schlagwörter	Bilingualism; Children; Intelligence Tests; Monolingualism; Vocabulary; Socioeconomic Status; Adults; Verbal Ability; Nonverbal Ability; Peabody Picture Vocabulary Test; Shipley Institute of Living Scale; Raven Progressive Matrices; Cattell Culture Fair Intelligence Test; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Bilingualismus; Child; Kind; Kinder; Intelligence test; Intelligenztest; Wortschatz; Socio-economic status; Sozioökonomischer Status; Mündliche Leistung
Abstract	Early research that relied on standardized assessments of intelligence reported negative effects of bilingualism for children, but a study by Peal and Lambert (1962) reported better performance by bilingual than monolingual children on verbal and nonverbal intelligence tests. This outcome led to the view that bilingualism was a positive experience. However, subsequent research abandoned intelligence tests as the assessment tool and evaluated performance on cognitive tasks, making the research after Peal and Lambert qualitatively different from that before their landmark study, creating a disconnect between the new and earlier research. These newer cognitive studies showed both positive effects of bilingualism and no differences between language groups. But why were Peal and Lambert's results so different from previous studies that were also based on intelligence tests? The present study analyzed data from verbal and nonverbal intelligence tests that were collected from 6,077 participants across 79 studies in which intelligence tests were administered as background measures to various cognitive tasks. By including adults, the study extends the results across the life span. On standardized verbal tests, monolinguals outperformed bilinguals, but on nonverbal measures of intelligence, there were no differences between language groups. These results, which are different from those reported by Peal and Lambert, are used to reinterpret their findings in terms of the sociolinguistic, political, and cultural context in which the Peal and Lambert study was conducted and the relevance of those factors for all developmental research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01