Cognitive Effects of Bilingualism: Digging Deeper for the Contributions of Language Dominance, Linguistic Knowledge, Socio-Economic Status and Cognitive Abilities

Autor/inn/en	Mueller Gathercole, Virginia C.; Thomas, Enlli Mon; Jones, Leah; Guasch, Nestor Vinas; Young, Nia; Hughes, Emma K.
Titel	Cognitive Effects of Bilingualism: Digging Deeper for the Contributions of Language Dominance, Linguistic Knowledge, Socio-Economic Status and Cognitive Abilities
Quelle	In: International Journal of Bilingual Education and Bilingualism, 13 (2010) 5, S.617-664 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Language Dominance; Socioeconomic Status; Linguistics; Monolingualism; Cognitive Ability; Bilingualism; Language Usage; Welsh; English; Elementary School Students; Adolescents; Task Analysis; Color; Correlation; Performance; Age Differences; Visual Discrimination; Language Tests; Vocabulary Development; Foreign Countries; Statistical Analysis; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Sprachliche Dominanz; Socio-economic status; Sozioökonomischer Status; Linguistik; Denkfähigkeit; Bilingualismus; Sprachgebrauch; Walisisch; English language; Englisch; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Aufgabenanalyse; Colour; Farbbezeichnung; Farbe; Korrelation; Achievement; Leistung; Age; Difference; Age difference; Altersunterschied; Language test; Sprachtest; Wortschatzarbeit; Ausland; Statistische Analyse
Abstract	This study explores the extent to which a bilingual advantage can be observed for executive function tasks in children of varying levels of language dominance, and examines the contributions of general cognitive knowledge, linguistic abilities, language use and socio-economic level to performance. Welsh-English bilingual and English monolingual primary school age and teenage children were tested on two executive function tasks, a tapping task and a Stroop task. Bilingual children came from homes in which only Welsh, Welsh and English, or only English was spoken. Results differed by task. On the tapping task, bilingual children from only Welsh homes showed overall superior performance, monolinguals inferior, with the other two bilingual groups between them. Performance correlated with general cognitive abilities with number and pattern discrimination, as well as, at the older age, with balanced use of the two languages. On the Stroop task, language tested mattered; there were no differences across groups in Welsh, but complex patterns in English. The only strictly bilingual advantage on the Stroop was at the younger age for children from Welsh and English homes when tested in English, and performance was also influenced by SES level, cognitive abilities, vocabulary levels and use of the two languages. (Contains 10 tables and 10 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10