Math and Memory in Bilingual Preschoolers: The Relations between Bilingualism, Working Memory, and Numerical Knowledge

Autor/inn/en	Daubert, Emily N.; Ramani, Geetha B.
Titel	Math and Memory in Bilingual Preschoolers: The Relations between Bilingualism, Working Memory, and Numerical Knowledge
Quelle	In: Journal of Cognition and Development, 20 (2019) 3, S.314-333 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2019.1565536
Schlagwörter	Mathematics Skills; Short Term Memory; Bilingual Students; Preschool Children; Numeracy; Knowledge Level; Mathematics Tests; Predictor Variables; Arithmetic; Mathematics Achievement + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kurzzeitgedächtnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Wissensbasis; Prädiktor; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathematical ability
Abstract	Bilingual children exhibit enhanced working memory (WM) skill relative to monolingual children, which could have implications for early mathematics development. Competency in mathematics is supported by conceptual and procedural mathematical knowledge, and numerical knowledge is in turn supported by underlying cognitive processes such as WM. Building on this evidence, we investigated whether bilingual preschoolers demonstrated, relative to monolingual peers, enhanced performance on WM and greater numerical knowledge. We examined the role of WM in numerical understanding for both monolingual and bilingual children. Participants were 4- and 5-year old children (74) recruited from preschools serving families from a range of socioeconomic, racial, and ethnic backgrounds. Participants completed a nonverbal WM task and a range of numerical-knowledge measures, specifically numeral identification, addition, symbolic magnitude comparison, and nonsymbolic magnitude comparison tasks. Results revealed that bilingual children outperformed monolingual peers on WM even after controlling for age and socioeconomic status (SES). Bilingual children also demonstrated greater performance on addition and numeral identification tasks. For all tasks except numeral identification, WM predicted children's performance on numerical knowledge measures. We discuss results in terms of the possible unique cognitive and academic advantages bilingual children may have. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01