Working memory structure in young Spanish-English bilingual children

被引：0

作者：

Alt, Mary ^{[1
]}

Hunter, DeAnne R. ^{[2
]}

Levy, Roy ^{[2
]}

Neiling, Sarah Lynn ^{[1
]}

Leon, Kimberly ^{[1
]}

Arizmendi, Genesis D. ^{[1
]}

Cowan, Nelson ^{[3
]}

Gray, Shelley ^{[2
]}

机构：

[1] Univ Arizona, Dept Speech Language & Hearing Sci, Tucson, AZ 85721 USA

[2] Arizona State Univ, Coll Hlth Solut, Dept Psychol, Tempe, AZ USA

[3] Univ Missouri Columbia, Psychol Sci, Columbia, MO USA

来源：

BILINGUALISM-LANGUAGE AND COGNITION | 2024年

关键词：

bilingual; working memory; invariance testing; models; children; MEASUREMENT INVARIANCE; CROSS-VALIDATION; ADVANTAGE; ATTENTION; MODEL; CONFIDENCE; FIT;

D O I：

10.1017/S1366728924000580

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical development, including 80 bilingual Spanish-English speakers and 167 monolingual English speakers in the United States, using a test battery for which structural equation models have been tested - the Comprehensive Assessment Battery for Children - Working Memory (CABC-WM). Results established measurement invariance across groups up to the level of scalar invariance.

引用

页数：15

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