Global-Local and Trail-Making Tasks by Monolingual and Bilingual Children: Beyond Inhibition

Autor/in	Bialystok, Ellen
Titel	Global-Local and Trail-Making Tasks by Monolingual and Bilingual Children: Beyond Inhibition
Quelle	In: Developmental Psychology, 46 (2010) 1, S.93-105 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0015466
Schlagwörter	Children; Bilingualism; Monolingualism; Cognitive Processes; Cognitive Ability; Spatial Ability; Pattern Recognition; Stimuli; Inhibition; Comparative Analysis + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Bilingualismus; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Räumliches Vorstellungsvermögen; Mustererkennung; Anreizsystem; Hemmung
Abstract	In 3 experiments, a total of 151 monolingual and bilingual 6-year-old children performed similarly on measures of language and cognitive ability; however, bilinguals solved the global-local and trail-making tasks more rapidly than monolinguals. This bilingual advantage was found not only for the traditionally demanding conditions (incongruent global-local trials and Trails B) but also for the conditions not usually considered to be cognitively demanding (congruent global-local trials and Trails A). All the children performed similarly when congruent trials were presented in a single block or when perceptually simple stimuli were used, ruling out speed differences between the groups. The results demonstrate a bilingual advantage in processing complex stimuli in tasks that require executive processing components for conflict resolution, including switching and updating, even when no inhibition appears to be involved. They also suggest that simple conditions of the trail-making and global-local tasks involve some level of effortful processing for young children. Finally, the bilingual advantage in the trail-making task suggests that the interpretation of standardized measures of executive control needs to be reconsidered for children with specific experiences, such as bilingualism. (Contains 6 tables and 4 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10