Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children

被引:72
作者
Kaushanskaya, Margarita [1 ]
Gross, Megan [1 ]
Buac, Milijana [1 ]
机构
[1] Univ Wisconsin, Dept Commun Sci & Disorders, Madison, WI 53706 USA
关键词
SHORT-TERM-MEMORY; WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; PHONOLOGICAL MEMORY; MUTUAL EXCLUSIVITY; INHIBITORY CONTROL; IMAGE AGREEMENT; SELECTIVE ATTENTION; EXECUTIVE FUNCTIONS; NONWORD REPETITION;
D O I
10.1111/desc.12142
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
We examined the effects of classroom bilingual experience in children on an array of cognitive skills. Monolingual English-speaking children were compared with children who spoke English as the native language and who had been exposed to Spanish in the context of dual-immersion schooling for an average of 2 years. The groups were compared on a measure of non-linguistic task-shifting; measures of verbal short-term and working memory; and measures of word learning. The two groups of children did not differ on measures of non-linguistic task-shifting and verbal short-term memory. However, the classroom-exposure bilingual group outperformed the monolingual group on the measure of verbal working memory and a measure of word learning. Together, these findings indicate that while exposure to a second language in a classroom setting may not be sufficient to engender changes in cognitive control, it can facilitate verbal memory and verbal learning.
引用
收藏
页码:564 / 583
页数:20
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