Attention in Bilingual Children with Developmental Language Disorder

Autor/inn/en	Ebert, Kerry Danahy; Rak, Diane; Slawny, Caitlyn M.; Fogg, Louis
Titel	Attention in Bilingual Children with Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 62 (2019) 4, S.979-992 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Attention; Bilingualism; Language Impairments; Attention Control; Developmental Delays; Language Processing; Monolingualism; English; Spanish; Young Children; Parent Attitudes; Language Tests; Language Usage; Illinois (Chicago); Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Bilingualismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Aufmerksamkeitstest; Entwicklungsverzögerung; Sprachverarbeitung; English language; Englisch; Spanisch; Frühe Kindheit; Elternverhalten; Language test; Sprachtest; Sprachgebrauch
Abstract	Purpose: Attention and language are hypothesized to interact in bilingual children and in children with developmental language disorder (DLD). In children who are bilingual, attentional control may be enhanced by repeated experience regulating 2 languages. In children with DLD, subtle weaknesses in sustained attention may relate to impaired language processing. This study measured attentional control and sustained attention in monolingual and bilingual children with and without DLD in order to examine the potential influences of bilingualism and DLD, as well as their intersection, on attention. Method: Monolingual English-only and bilingual Spanish-English children aged 6-8 years were categorized into participant groups based on eligibility testing and parent interviews. Parent interviews included standardized assessment of language environment and parent concern regarding language. Participants completed 2 nonlinguistic computerized assessments: a flanker task to measure attentional control and a continuous performance task to measure sustained attention. Results: One hundred nine children met all eligibility criteria for inclusion in a participant group. Regression models predicting performance on the attention tasks were similar for both sustained attention and attentional control. For both tasks, DLD was a significant predictor, and bilingualism was not. Measuring bilingualism continuously using parent-reported exposure did not alter results. Conclusions: This study found no evidence of a "bilingual cognitive advantage" on 2 types of attention among sequential Spanish-English bilingual children but also found a negative effect of DLD that was consistent across both types of attention and both bilingual and monolingual children. Results are consistent with the broader literature on subtle nonlinguistic deficits in children with DLD and suggest these deficits are minimally affected by diverse linguistic experience. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01