The Causal Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children: Findings and appendix A PDF Download

Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 344

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Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 692

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Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 154

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 956

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Author:
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Category : Government publications
Languages : en
Pages : 1050

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Author: John W. Santrock
Publisher: Brown & Benchmark
ISBN:
Category : Psychology
Languages : en
Pages : 648

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Author: Anand W. Blair
Publisher:
ISBN:
Category : Adaptability (Psychology)
Languages : en
Pages : 0

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This correlational, between-group study investigated cognitive flexibility in monolingual and bilingual college students. We sent out a Qualtrics survey to students from two colleges in Walla Walla, WA consisting of a language use questionnaire, a Simon task, and a categorization task that asked participants to rate exemplars based on how well they fit into a category. Based on previous research, we predicted that bilinguals would demonstrate stronger cognitive flexibility through smaller Simon effects and higher ratings of weak exemplars in the categorization task. Overall, 140 individuals participated in our study, however 77 participants did not finish the study, leaving us with 63 participants who completed the entire survey. Our results did not show the expected significant differences between monolingual and bilingual students. Despite our results not supporting the hypothesis that college-age bilingual individuals demonstrate higher cognitive flexibility than their monolingual counterparts, these findings, in collaboration with past research, have implications for the development of cognitive flexibility over time, as well as further information as to how bilingualism affects the lives of bilingual individuals.

Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism in children
Languages : en
Pages : 74

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Author: John Grinstead
Publisher: John Benjamins Publishing
ISBN: 902729058X
Category : Language Arts & Disciplines
Languages : en
Pages : 304

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This book contains 12 papers contributed by leading scholars in the field of language development, studying variants of the languages which originated on the Iberian peninsula. The contributors examine language development in both typically-developing and language-impaired populations who are learning language in diverse learning conditions, including language contact, as well as monolingual and bilingual Spanish, Catalan, Galician and Euskera. This expansion and diversification of the database for studying language development is important because it creates new opportunities for testing theoretical claims. Our contributors reconsider theoretical claims relating to the purported adult-like nature of young children’s grammars. While some conclude, for example, that children in Mexico possess very adult-like semantic-pragmatic competence in the domain of the pragmatic implicatures associated with existential quantifiers, others conclude that, in particular sociolinguistic registers of Chilean Spanish, children are late to develop adult-like competence in plural marking. Taken together, the contents of the volume illustrate how the linguistic diversity found in the distinct learning conditions in which language develops offers a wealth of opportunities to further our understanding of linguistic and non-linguistic cognitive development.

Author: Judith F. Kroll
Publisher: Frontiers E-books
ISBN: 2889191540
Category :
Languages : en
Pages : 185

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Research on bilingual language processing reveals an important role for control processes that enable bilinguals to negotiate the potential competition across their two languages. The requirement for control that enables bilinguals to speak the intended language and to switch between languages has also been suggested to confer a set of cognitive consequences for executive function that extend beyond language to domain general cognitive skills. Many recent studies have examined aspects of how cognitive control is manifest during bilingual language processing, how individual differences in cognitive resources influence second language learning and performance, and the range of cognitive tasks that appear to be influenced by bilingualism. However, not all studies demonstrate a bilingual advantage in all tasks that tap into cognitive control. Indeed, many questions are unanswered that are critical to our understanding of bilingual control: What aspects of cognitive control are enhanced for proficient bilinguals? How are individual differences in cognitive control related to language acquisition, proficiency, or professional translation skill? How does the language environment affect concurrent processing? How exactly does language control come about in tasks such as speech production, switching between languages, or translation? When and how does inhibitory processing support language control? The focus of this Research Topic is on executive control and bilingualism. The goal is to have a broad scope that includes all of these issues. We seek empirical contributions using different methodologies including behavioral, computational and neuroscience approaches. We also welcome theoretical contributions that provide detailed discussion of models or mechanisms that account for the relationship between bilingualism and cognitive control. We aim to provide a platform for new contributions that represent a state-of-the art overview of approaches to cognitive control in bilingualism. We hope that this Research Topic will enable the field to formulate more precise hypotheses and causal models on the relation between individual differences, cognitive control and bilingual language processing.