Subtle Increments in Socioeconomic Status and Bilingualism Jointly Affect Children's Verbal and Nonverbal Performance

Autor/inn/en	Bialystok, Ellen; Shorbagi, Sadek Hefni
Titel	Subtle Increments in Socioeconomic Status and Bilingualism Jointly Affect Children's Verbal and Nonverbal Performance
Quelle	In: Journal of Cognition and Development, 22 (2021) 3, S.467-490 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2021.1901711
Schlagwörter	Young Children; Socioeconomic Status; Bilingualism; Differences; Executive Function; Nonverbal Ability; Foreign Countries; Canada; Raven Progressive Matrices; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühe Kindheit; Socio-economic status; Sozioökonomischer Status; Bilingualismus; Unterscheiden; Ausland; Kanada
Abstract	In contrast to research that examines the effects of socioeconomic status (SES) and bilingualism on development by comparing clearly disparate groups, the present study investigated the role of subtle differences in these experiences for their joint impact on performance on a verbal fluency task and an executive function (EF) task. The study involved 234 6-year-old children who were assessed for nonverbal intelligence and English vocabulary; parents completed a questionnaire providing demographic information and details about children's language experiences. Children were assigned continuous scores for SES based on parents' education and for bilingualism based on experience with non-English languages. Both continuous scores were normally distributed, so median split calculations created binary groups indicating relative levels of SES (high vs. middle) and bilingualism (more monolingual vs. more bilingual). For verbal fluency, there were no group differences in semantic fluency but phonological fluency was performed better by children from higher SES backgrounds, both in between-group and continuous analyses. For EF, the between-group analysis revealed an interaction in which bilingual children in the higher SES group outperformed all other children; nonetheless, a positive relation between degree of bilingualism and EF was significant across the whole sample. Thus, both SES and bilingualism affected language and cognitive development with limiting conditions for each experience. The discussion considers the effect of these subtle differences in SES and bilingual experience on development of essential cognitive abilities, the relation between these results and previous research, and the importance of how groups are defined in research addressing individual differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01