Attentional Processes in Low-Socioeconomic Status Bilingual Children: Are They Modulated by the Amount of Bilingual Experience?

Autor/inn/en	Ladas, Aristea I.; Carroll, Daniel J.; Vivas, Ana B.
Titel	Attentional Processes in Low-Socioeconomic Status Bilingual Children: Are They Modulated by the Amount of Bilingual Experience?
Quelle	In: Child Development, 86 (2015) 2, S.557-578 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12332
Schlagwörter	Attention; Bilingualism; Children; Socioeconomic Status; Psychological Patterns; Monolingualism; Language Proficiency + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Bilingualismus; Child; Kind; Kinder; Socio-economic status; Sozioökonomischer Status; Language skill; Language skills; Sprachkompetenz
Abstract	Recent research indicates that bilingual children are more proficient in resolving cognitive conflict than monolinguals. However, the replicability of such findings has been questioned, with poor control of participants' socioeconomic status (SES) as a possible confounding factor. Two experiments are reported here, in which the main attentional functions and pragmatic ability of 54 bilingual and 56 monolingual low-SES children were assessed (Experiment 1: 6- to 12-year-olds; Experiment 2: 6- to 8-year-olds). A language-switching task was also employed, to measure bilingual proficiency. Overall, the monolingual and bilingual groups did not differ significantly in any of the tasks employed, although the ability to resolve conflict was related to children's level of bilingual experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01