Cognitive Differences Between Monolingual and Bilingual Preschoolers in Theory of Mind and Executive Function
Author: Alyssa Marie Verlinich
Publisher:
Published: 2012
Total Pages: 34
ISBN-13:
DOWNLOAD EBOOKPosts
Theory of Mind, Executive Functioning and Language in Monolingual and Bilingual Preschool Children
Author: Vanessa Diaz
Publisher:
Published: 2011
Total Pages:
ISBN-13:
DOWNLOAD EBOOKABSTRACT: Several cognitive factors have been documented to impact theory of mind (ToM) development, particularly false beliefs in preschool children, such as general language ability, syntactic comprehension, and executive functioning (EF). Most of these studies have examined these relations in monolingual children. However, bilingual children have been documented to perform better on EF tasks, but poorer on language tasks, which raises important issues regarding their ToM development. Two questions were of interest in the current study: Are there differences in bilingual-monolingual preschoolers on ToM, language, and EF? ; and (2) What is the role of language and EF in predicting ToM performance in these monolingual and bilingual groups? These questions were examined by comparing 32 Spanish-English bilinguals and 33 English monolinguals between the ages of 3 and 5 years of age. Even though monolinguals outperformed bilinguals on language measures, after controlling for language, bilinguals outperformed monolinguals on ToM. There were no differences between the groups on EF measures. Finally, after controlling for age, language ability was correlated to ToM performance in the monolingual group; no such relationship was present in the bilingual group.
Associations Between Pretend Play, Executive Function and Theory of Mind In Bilingual and Monolingual Preschoolers
Author:
Publisher:
Published: 2020
Total Pages: 48
ISBN-13:
DOWNLOAD EBOOKPretend play and bilingualism have rarely been studied together despite having many parallels in quantitative research on theory of mind and executive functioning (EF) in early childhood. Early research on pretend play by Vygotsky theorized pretend play as a form of games-with-rules displaying executive control. Recent studies have mentioned pretense to be integral to development of false-belief and theory of mind in some cases while also coined as possibly an epiphenomenon of other cognitive skills. Bilingualism, has also been related to cognitive benefits in different executive control tasks. Multiple studies relate bilingualism to earlier theory of mind and EF abilities; sparking a similar debate on causality and mechanism as the field of pretense. For this study, pretend play was measured through natural observation. Theory of mind and executive functioning were measured the Sally Anne task, Reed’s Bear/Dragon and the Gift Delay task. We predicted there would be associations between pretense, theory of mind (ToM) and EF. We also hypothesized that bilinguals would perform better on the ToM and EF tasks. Additionally, we predicted differences in pretend play between bilinguals and monolinguals. There was a significant interaction of ToM and age on group and total pretense. Parallel pretense engagement predicted Gift Delay scores above others and no associations were found for the Bear/Dragon task. Bilinguals scored significantly better than monolinguals in the Bear/Dragon task at age four and at age three, their performance was marginally significantly higher in the Gift/Delay Task. There was a significant interaction of language and theory of mind performance on engagement in group pretend play. These results empirically connect both pretend play and bilingualism, to theory of mind and specific domains of executive functioning. They also provide novel data of pretend play in bilinguals and their monolingual populations. The next step called for is longitudinal studies including younger and older age groups.
Access to Language and Cognitive Development
Author: Michael Siegal
Publisher: Oxford University Press, USA
Published: 2012
Total Pages: 275
ISBN-13: 0199592721
DOWNLOAD EBOOKTo what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? What are the affects on development of impaired access to language? This book considers how possessing an enhanced or impaired access to language influences a child's development.
Assessing Multilingual Children
Author: Sharon Armon-Lotem
Publisher: Multilingual Matters
Published: 2015
Total Pages: 376
ISBN-13: 1783093129
DOWNLOAD EBOOKSecond language learners often produce language forms resembling those of children with Specific Language Impairment (SLI). At present, professionals working in language assessment and education have only limited diagnostic instruments to distinguish language impaired migrant children from those who will eventually catch up with their monolingual peers. This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book's methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers.
Bilingual Cognition and Language
Author: David Miller
Publisher: John Benjamins Publishing Company
Published: 2018-02-15
Total Pages: 411
ISBN-13: 9027264546
DOWNLOAD EBOOKThis collection brings together leading names in the field of bilingualism research to celebrate the 25th anniversary of the Studies in Bilingualism series. Over the last 25 years the study of bilingualism has received a tremendous amount of attention from linguists, psychologists, cognitive scientists, and neuroscientists. The breadth of coverage in this volume is a testament to the many different aspects of bilingualism that continue to generate phenomenal interest in the scholarly community. The bilingual experience is captured through a multifaceted prism that includes aspects of language and literacy development in child bilinguals with and without developmental language disorders, language processing and mental representations in adult bilinguals across the lifespan, and the cognitive and neurological basis of bilingualism. Different theoretical approaches – from generative UG-based models to constructivist usage-based models – are brought to bear on the nature of bilingual linguistic knowledge. The end result is a compendium of the state-of-the-art of a field that is in constant evolution and that is on an upward trajectory of discovery.
Bilingualism, Executive Function, and Beyond
Author: Irina A. Sekerina
Publisher: John Benjamins Publishing Company
Published: 2019-06-15
Total Pages: 387
ISBN-13: 9027262748
DOWNLOAD EBOOKThe study of bilingualism has charted a dramatically new, important, and exciting course in the 21st century, benefiting from the integration in cognitive science of theoretical linguistics, psycholinguistics, and cognitive psychology (especially work on the higher-level cognitive processes often called executive function or executive control). Current research, as exemplified in this book, advances the study of the effects of bilingualism on executive function by identifying many different ways of being bilingual, exploring the multiple facets of executive function, and developing and analyzing tasks that measure executive function. The papers in this volume (21 chapters), by leading researchers in bilingualism and cognition, investigate the mechanisms underlying the effects (or lack thereof) of bilingualism on cognition in children, adults, and the elderly. They take us beyond the standard, classical, black-and-white approach to the interplay between bilingualism and cognition by presenting new methods, new findings, and new interpretations.
Bilingualism in Development
Author: Ellen Bialystok
Publisher: Cambridge University Press
Published: 2001-04-16
Total Pages: 304
ISBN-13: 9780521635073
DOWNLOAD EBOOKDescribes how intellectual development of bilingual children differs from that of monolingual children.
Handbook of Early Language Education
Author: Mila Schwartz
Publisher: Springer Nature
Published: 2022-03-30
Total Pages: 939
ISBN-13: 3030916626
DOWNLOAD EBOOKThis is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.
Young Dual Language Learners
Author: Karen N. Nemeth
Publisher: Brookes Publishing Company
Published: 2014
Total Pages: 0
ISBN-13: 9781934000144
DOWNLOAD EBOOKYoung Dual Language Learners 45 contributing experts provide clear and concise responses to questions that early childhood and elementary education administrators and preschool directors ask about educating young children who are learning in two languages. This user-friendly guide helps all practioners navigate the landscape of early childhood education in linguistically and culturally responsive ways.
