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
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Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 344
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Book Description
Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 344
Get Book Here
Book Description
Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 692
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Book Description
Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 154
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Book Description
Author: Kenji Hakuta
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 342
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Book Description
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 1048
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Book Description
Author: John W. Santrock
Publisher: Brown & Benchmark
ISBN:
Category : Psychology
Languages : en
Pages : 648
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Book Description
Author: Mindy T. Sperling
Publisher:
ISBN:
Category :
Languages : en
Pages : 242
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Book Description
Author: Lindsey A. Hutchison
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 336
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Book Description
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.
Author: Daehyun Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 232
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Book Description
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.
