Some Language-Related Cognitive Advantages of Bilingual Five Year Olds.

Autor/inn/en	Feldman, Carol; Shen, Michael
Institution	Chicago Univ., IL. Chicago Early Education Research Center.
Titel	Some Language-Related Cognitive Advantages of Bilingual Five Year Olds.
Quelle	(1969), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Students; Bilingualism; Black Students; Child Language; Cognitive Development; Cognitive Processes; Language Acquisition; Language Research; Language Skills; Mexican Americans; Preschool Children; White Students + Suchen Sie Ihr Suchwort? Bilingualismus; 'Children''s language'; Kindersprache; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Sprachaneignung; Spracherwerb; Sprachforschung; Language skill; Sprachkompetenz; Hispanoamerikaner; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Fifteen bilingual and 15 monolingual Head Start children, ranging in age from 4 to 6, were administered three types of tasks: (1) object constancy task: subject was shown a common object, a transformation was done on the object, e.g., crushing a paper cup, and then that object plus an identical pre-transformed object, were shown to the subject and he was asked to pick out the first object; (2) naming task: subject was asked to use object labels under three conditions: use of the common name, use of a nonsense name, and use of switched common names; and (3) a sentence task: subject was required to use the three label conditions (2) in simple relational sentences. It was hypothesized that (I) bilinguals would perform better than monolinguals on all three tasks, and (II), that for all subjects, task (1) would be easier than (2) which would be easier than (3). Both hypotheses were supported by the gross data. It was found that bilinguals, although better at using names in relational statements, were not better than monolinguals in the use of common names alone nor nonsense names alone. Also, bilinguals performed consistently better than monolinguals where nonverbal pointing responses were required, but not where spoken responses were required. It was suggested that having a notion of meaning as a function of use facilitates acquisition of the ability of young children to use labels in sentences. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC