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The Causal Relationship Between The Development Of Bilingualism Cognitive Flexibility And Social Cognitive Skills In Hispanic Elementary School Children Findings And Appendix A
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Book Synopsis The Causal Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children: Findings and appendix A by : Kenji Hakuta
Download or read book The Causal Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children: Findings and appendix A written by Kenji Hakuta and published by . This book was released on 1984 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Causal Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children by : Kenji Hakuta
Download or read book The Causal Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children written by Kenji Hakuta and published by . This book was released on 1984 with total page 692 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Causal Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children: Findings and appendix A by : Kenji Hakuta
Download or read book The Causal Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children: Findings and appendix A written by Kenji Hakuta and published by . This book was released on 1984 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Casual Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children by : Kenji Hakuta
Download or read book The Casual Relationship Between the Development of Bilingualism, Cognitive Flexibility, and Social-cognitive Skills in Hispanic Elementary School Children written by Kenji Hakuta and published by . This book was released on 1984 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in education written by and published by . This book was released on 1986-04 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Monthly Catalog of United States Government Publications by :
Download or read book Monthly Catalog of United States Government Publications written by and published by . This book was released on with total page 1048 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Child Development by : John W. Santrock
Download or read book Child Development written by John W. Santrock and published by Brown & Benchmark. This book was released on 1994 with total page 648 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social-cognitive Development of Bilingual and Monolingual Children by : Mindy T. Sperling
Download or read book Social-cognitive Development of Bilingual and Monolingual Children written by Mindy T. Sperling and published by . This book was released on 1989 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relations Between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood by : Lindsey A. Hutchison
Download or read book Relations Between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood written by Lindsey A. Hutchison and published by . This book was released on 2012 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explores relations between executive functioning (EF), degree of bilingualism, and externalizing behavior problems in a sample (N = 79) of 5- to 7-yearold monolingual (n = 33) and bilingual (n = 46) children. The bilingual group included both children who were fully fluent in two languages (balanced bilinguals; n = 17) and children who were still learning their second language (Dual Language Learners; DLLs; n = 29). The main components of EF included inhibitory control, cognitive flexibility, and planning/problem-solving skills. Parents and children came into the lab for a onetime, two-hour session. Parents completed surveys on children's language background, EF, and behavior problems while children worked with the researcher in a separate room. EF was measured with a go/no-go task (GNG), the Head-Toes-Knees-Shoulders task (HTKS), the Dimensional Change Card Sort (DCCS), the Simon task, and the Tower of London (TOL). Children's language proficiency in English and Spanish was measured with direct assessments. Results revealed no language group differences for simple inhibitory control (i.e. tasks that were more response-based in nature; GNG, HTKS), but the "bilingual advantage" was demonstrated for more complex inhibitory control (i.e. task that involved control of attention; Simon) and cognitive flexibility (DCCS). Bilinguals also demonstrated superior planning/problem-solving skills (TOL), an area with little prior research. Contrary to prior research, there was some evidence that DLLs had an advantage over monolinguals in interference control and cognitive flexibility. There was no evidence that EF mediated the relationship between language group and behavior problems. There was some evidence that the relationships between EF and behavior problems were stronger for balanced bilinguals compared to DLLs and monolinguals. Findings have important implications in light of the growing population of Spanish-English balanced bilinguals and DLLs in the U.S.
Book Synopsis Role of Cognitive Flexibility in Bilingualism and Creativity by : Daehyun Kim
Download or read book Role of Cognitive Flexibility in Bilingualism and Creativity written by Daehyun Kim and published by . This book was released on 2016 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study examined the role of cognitive flexibility as a mediator of the relationship between bilingualism and creativity. Other variables, such as cultural orientation (i.e., individualism vs. collectivism), multicultural experience, and second language acquisition age, were also included to comprehensively understand their associations with creativity. Cognitive flexibility received particular attention due to its mediating roles as a facilitator of the effects of bilingualism, cultural orientation, and multicultural experience on creativity. The mediation effect of cognitive flexibility was analyzed using a bootstrap method on a sample of 89 Korean-English bilingual college students (55 females and 34 males) in South Korea through an online survey. Findings suggest that bilingualism was not statistically associated with creativity but that cognitive flexibility had a mediation effect in the relationship between bilingualism and creativity (i.e., fluency, originality, and flexibility), indicating that the degree of bilingualism was significantly associated with creativity through cognitive flexibility. Also, cognitive flexibility played an important role in describing the relationship between multicultural experience and creativity (i.e., fluency and flexibility, but not originality). Bilingualism was the most predictive variable for cognitive flexibility. The role of bilingual ability on the development of creativity was discussed. Findings of this study provide teachers and educators with useful insights for encouraging bilingual abilities and multicultural experiences to nurture creative potential of students.
Book Synopsis Bilingualism and cognitive control by : Judith F. Kroll
Download or read book Bilingualism and cognitive control written by Judith F. Kroll and published by Frontiers E-books. This book was released on with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Bilingualism and Cognitive Development by : Kenji Hakuta
Download or read book Bilingualism and Cognitive Development written by Kenji Hakuta and published by . This book was released on 1986 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers by : Lisa J White
Download or read book The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers written by Lisa J White and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Executive functions (EF) are an important aspect of school readiness that have been shown to predict higher achievement in language, math, and science starting in the early years (Blair & Razza, 2007; Bull, Espy, & Wiebe, 2008; Nayfeld, Fuccillo, & Greenfield, 2013; Ponitz, McClelland, Matthews, & Morrison, 2009). Children who are bilingual have been shown to have enhanced EF skills when compared to their monolingual peers (Bialystok & Viswanathan, 2009; Carlson & Meltzoff, 2008; Poulin-Dubois, Blaye, Coutya, & Bialystok, 2011; Riggs, Shin, Unber, Spruijt-Metz, Pentz, 2013). While this association has been found among children of different ages, languages, and socioeconomic statuses, to date, no study has addressed this relationship in low-income bilingual Latino preschoolers, one of the fastest growing populations of children in the United States (Barrueco, Lopez, Ong, & Lozano, 2012). The current study examined the link between the degree of bilingualism and EF in a sample of 303 Spanish- and English-speaking Head Start preschoolers. Data on children's language ability and EF were collected. Results revealed that bilingual children performed better than monolingual children on EF, and that the degree of bilingualism predicted EF in the entire sample. Findings from this study offer new insights into both the language and cognitive development of young Latinos growing up in the United States. These findings can help inform teachers and policy-makers about the importance of fostering dual-language learning and executive functioning in preschool, especially in at-risk bilingual populations.
Book Synopsis Dual Language Education by : Kathryn J. Lindholm-Leary
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Book Synopsis Perspectives on the ‘Bilingual Advantage’: Challenges and Opportunities by : Peter Bright
Download or read book Perspectives on the ‘Bilingual Advantage’: Challenges and Opportunities written by Peter Bright and published by Frontiers Media SA. This book was released on 2019-09-05 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The claim that multilanguage acquisition drives advantages in ‘executive function’ is currently an issue of vigorous debate in academic literature. Critics argue that evidence for this advantage has been confounded by unsound or questionable methodological practices, with some investigators abandoning research in this area altogether, indicating either that there is no bilingual advantage or that it is impossible to capture and therefore rule out alternative explanations for group differences. Over the past decade, and against this backdrop, theory has developed from a relatively narrow focus on inhibitory control to incorporate theory of mind, rule-based learning, reactive and proactive control, visuo-spatial memory, and control of verbal interference in speech comprehension. Most recently, authors have claimed that the process of becoming bilingual may also impact on metacognitive abilities. The fundamental issue is whether the limited capacity and goal-directed selectivity of our executive system can somehow be enhanced or otherwise profit from the continuous, intense competition associated with communicating in multilingual environments. However, although this issue has received much attention in academic literature, the question of which cognitive mechanisms are most influenced by the enhanced competition associated with multilingual contexts remains unresolved. Therefore, rather than dismissing this important topic, we advocate a more systematic approach in which the effects of multilinguistic experience are assessed and interpreted across well-defined stages of cognitive development. We encourage a broad, developmentally informed approach to plotting the trajectory of interactions between multi-language learning and cognitive development, using a convergence of neuroimaging and behavioral methods, across the whole lifespan. Moreover, we suggest that the current theoretical framing of the bilingual advantage is simplistic, and this issue may limit attempts to identify specific mechanisms most likely to be modulated by multilingual experience. For example, there is a tendency in academic literature to treat ‘executive function’ as an essentially unitary fronto-parietal system recruited in response to all manner of cognitive demand, yet performance across so called ‘executive function’ tasks is highly variable and intercorrelations are sometimes low. It may be the case that some ‘higher level’ mechanisms of 'executive function' remain relatively unaffected, while others are more sensitive to multilingual experience – and that there may be disadvantages as well as advantages, which themselves may be sensitive to factors such as age. In our view, there is an urgent need to take a more fine-grained approach to this issue, so that the strength and direction of changes in diverse cognitive abilities associated with multilanguage acquisition can be better understood. This book compiles work from psychologists and neuroscientists who actively research whether, how, and the extent to which multilanguage acquisition promotes enhanced cognition or protects against age-related cognitive or neurological deterioration. We hope this collection encourages future efforts to drive theoretical progress well beyond the highly simplistic issue of whether the bilingual cognitive advantage is real or spurious.
Book Synopsis The Linguistic and Cognitive Effects of Bilingualism on Children with Autism Spectrum Disorders by : Ana Maria Gonzalez Barrero
Download or read book The Linguistic and Cognitive Effects of Bilingualism on Children with Autism Spectrum Disorders written by Ana Maria Gonzalez Barrero and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Some professionals advise parents of bilingual children with Autism Spectrum Disorders (ASD) to talk to their child using only one language to simplify the input these children receive (Kay-Raining Bird, Lamond, & Holden, 2012; Kremer-Sadlik, 2005). This advice stems from the belief that bilingualism is challenging and may be harmful for language acquisition in children with this neurodevelopmental disorder (Kremer-Sadlik, 2005; Yu, 2013). Although research concerning the language development of bilingual children with ASD is scarce, the available evidence does not support this claim. Instead, findings suggest that bilingual children with ASD do not present additional language delays relative to their monolingual peers with ASD (Hambly & Fombonne, 2012; Reetzke, Zou, Sheng, & Katsos, 2015). However, most studies have focused on early child development using parent report measures, while less is known about the impact of bilingualism on the linguistic abilities of school-age children with ASD. Furthermore, no previous study has investigated the consequences of bilingualism on the cognitive skills of children with ASD. In the present dissertation, three studies were conducted to examine the effects of bilingualism on the language and cognition of children with ASD. In the first study, we investigated the lexical and morphological abilities of school-age bilingual children with ASD using standardized tests and we also explored the relationship between amount of language exposure and linguistic competence. The second study examined the impact of bilingualism on verbal fluency, a task that encompasses lexical-semantic as well as executive functioning skills. Finally, in the third study, we investigated the impact of bilingualism on set-shifting and working memory abilities using direct-testing as well as parent report of everyday executive functioning abilities. Results from these studies indicated that bilingualism confers selective advantages in cognition but not language in school-age children with ASD. First, although performing within the average range, bilingual children with ASD exhibited lower scores relative to their monolingual peers with ASD on standardized measures of vocabulary. No significant differences were found on morphological skills between these two groups (Study 1). Concerning the cognitive domain, bilingual children with ASD showed enhanced performance on the number of correct words produced on a verbal fluency task (Study 2) as well as on an experimental paradigm assessing set-shifting skills. However, advantages were not found on daily life behaviours involving set-shifting abilities as measured by parent report (Study 3). Taken together, these findings build on previous research suggesting that bilingualism is not detrimental for the language skills of children with ASD and provide novel evidence concerning benefits that bilingualism may hold for some executive functioning skills in children on the autism spectrum. " --
Book Synopsis Cognitive Flexibility Advantages in Bilingual Children by :
Download or read book Cognitive Flexibility Advantages in Bilingual Children written by and published by . This book was released on 2008 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:
