Cognitive Flexibility in Drawings of Bilingual Children

Autor/inn/en	Adi-Japha, Esther; Berberich-Artzi, Jennie; Libnawi, Afaf
Titel	Cognitive Flexibility in Drawings of Bilingual Children
Quelle	In: Child Development, 81 (2010) 5, S.1356-1366 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01477.x
Schlagwörter	Semitic Languages; Monolingualism; English; Language Enrichment; Bilingualism; Freehand Drawing; Cognitive Ability; Language Skills; Young Children; Comparative Analysis + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; English language; Englisch; Bilingualismus; Drawing; Zeichnen; Denkfähigkeit; Language skill; Sprachkompetenz; Frühe Kindheit
Abstract	A. Karmiloff-Smith's (1990) task of drawing a nonexistent object is considered to be a measure of cognitive flexibility. The notion of earlier emergence of cognitive flexibility in bilingual children motivated the current researchers to request 4- and 5-year-old English-Hebrew and Arabic-Hebrew bilingual children and their monolingual peers to draw a flower and a house that do not exist (N = 80). Bilinguals exhibited a significantly higher rate of interrepresentational flexibility in their drawings (e.g., "a giraffe flower," "a chair-house," found in 28 of 54 drawings), whereas the level of complex intrarepresentational change was similar across groups. Interrepresentational drawings were previously reported only for children older than 7 years. The specific mechanisms by which bilinguals' language experience may lead to interrepresentational flexibility are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10