Literaturnachweis - Detailanzeige
Autor/inn/en | Pelham, Sabra D.; Abrams, Lise |
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Titel | Cognitive Advantages and Disadvantages in Early and Late Bilinguals |
Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 40 (2014) 2, S.313-325 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0278-7393 |
DOI | 10.1037/a0035224 |
Schlagwörter | Experimental Psychology; Bilingualism; Age Differences; Monolingualism; English; Spanish Speaking; Naming; Pictorial Stimuli; Cognitive Ability; Executive Function; Hypothesis Testing; Language Usage; Neurological Organization; Developmental Stages; Graduate Students; Undergraduate Students; Grade Point Average; Educational Attainment; Language Acquisition; Second Language Learning; Statistical Analysis; Comparative Analysis; Questionnaires; Florida Experimentelle Psychologie; Bilingualismus; Age; Difference; Age difference; Altersunterschied; English language; Englisch; Fantasieanregung; Denkfähigkeit; Hypothesenprüfung; Hypothesentest; Sprachgebrauch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsabschluss; Bildungsgut; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Statistische Analyse; Fragebogen |
Abstract | Previous research has documented advantages and disadvantages of early bilinguals, defined as learning a 2nd language by school age and using both languages since that time. Relative to monolinguals, early bilinguals manifest deficits in lexical access but benefits in executive function. We investigated whether becoming bilingual "after" childhood (late bilinguals) can produce the cognitive advantages and disadvantages typical of early bilinguals. Participants were 30 monolingual English speakers, 30 late English-Spanish bilinguals, and 30 early Spanish-English bilinguals who completed a picture naming task (lexical access) and an attentional network task (executive function). Late and early bilinguals manifested equivalent cognitive effects in both tasks, demonstrating lexical access deficits and executive function benefits. These findings provide support for the hypothesis that cognitive effects associated with bilingualism arise as the result of proficient, habitual use of 2 languages and not of developmental changes associated with becoming bilingual during childhood. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |