Degree of Bilingualism Modifies Executive Control in Hispanic Children in the USA

Autor/inn/en	Thomas-Sunesson, Danielle; Hakuta, Kenji; Bialystok, Ellen
Titel	Degree of Bilingualism Modifies Executive Control in Hispanic Children in the USA
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 2, S.197-206 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1148114
Schlagwörter	Cognitive Ability; Executive Function; Bilingualism; Hispanic Americans; Comparative Analysis; Spanish Speaking; English (Second Language); Low Income Groups; Language Skills; Language Proficiency; Grade 3; Hispanic American Students; Intelligence Tests; Verbal Ability; Vocabulary; Questionnaires; Regression (Statistics); Elementary School Students; California; Peabody Picture Vocabulary Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Denkfähigkeit; Bilingualismus; Hispanic; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Language skills; School year 03; 3. Schuljahr; Schuljahr 03; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Fragebogen; Regression; Regressionsanalyse; Kalifornien
Abstract	Past studies examining the cognitive function of bilingual school-aged children have pointed to enhancements in areas of executive control relative to age-matched monolingual children. The majority of these studies has tested children from a middle-class background and compared performance of bilinguals as a discrete group against monolinguals. The objective of the present study was to determine if cognitive enhancement from bilingualism is sensitive to the child's degree of bilingualism in a sample of eight- and nine-year old Spanish-English bilingual children of low socioeconomic status. The results showed that the more balanced the children were in their language skills, the better they performed on non-verbal tasks of cognitive function. These results support an additive view of bilingualism, where more balanced proficiency in two languages is associated with more enhanced cognitive function, regardless of socioeconomic background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01