Comprehension of complex sentences with misleading cues in monolingual and bilingual children.
Bilingual children typically perform more poorly than monolingual children on linguistic tasks but better than monolingual children on cognitive tasks requiring executive function. The present study examined performance on complex linguistic tasks that also required executive functioning for their s...
| Published in: | Applied Psycholinguistics Vol. 42; no. 5; pp. 1117 - 1135 |
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| Main Authors: | , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Cambridge University Press
Sep2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=152012964&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 152012964 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01427164 7XE jtl: Applied Psycholinguistics issn: 01427164 maglogo: N pubinfo: dt: Sep2021 vid: 42 iid: 5 pid: 15979 pub: Cambridge University Press artinfo: ui: 152012964 152012964 152012964 10.1017/S0142716421000138 152012964 ppf: 1117 ppct: 18 formats: tig: atl: Comprehension of complex sentences with misleading cues in monolingual and bilingual children. aug: au: Ostadghafour, Sarvenaz Bialystok, Ellen affil: Department of Psychology, York University, M3J 1P3 Toronto, ON, Canada sug: subj: Task Performance and Analysis Evaluation Multilingualism In Infancy and Childhood Linguistics Cognition Executive Function Human Child, Preschool Distraction Calibration Attention Communication Skills Cues Speech Perception Child, Preschool: 2-5 years ab: Bilingual children typically perform more poorly than monolingual children on linguistic tasks but better than monolingual children on cognitive tasks requiring executive function. The present study examined performance on complex linguistic tasks that also required executive functioning for their solution. One hundred 4-year-olds from linguistically diverse backgrounds (36 monolinguals, 64 bilinguals) performed two linguistic tasks in which misleading information needed to be ignored to select the correct answer. Data were analyzed both categorically by comparing the performance of children assigned to monolingual and bilingual groups and continuously in terms of degree of bilingual experience across the entire sample. In the categorical analyses, bilingual children were more accurate than monolingual children in understanding the meaning of spoken sentences in the presence of distraction in both tasks, and continuous analyses showed that performance was calibrated to degree of bilingualism in one of the tasks, with higher levels of bilingualism being associated with better performance. The interpretation is that attentional control built up through bilingual experience compensates for lower levels of language proficiency in performing these complex linguistic tasks. The study also endorses the use of continuous assessments of bilingualism rather than categorical assignment to groups to obtain more nuanced results. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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