Bilingual experience and executive functioning in young children

被引:635
作者
Carlson, Stephanie M. [1 ]
Meltzoff, Andrew N. [1 ,2 ]
机构
[1] Univ Washington, Dept Psychol, Seattle, WA 98195 USA
[2] Univ Washington, Inst Learning & Brain Sci, Seattle, WA 98195 USA
关键词
D O I
10.1111/j.1467-7687.2008.00675.x
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Advanced inhibitory control skills have been found in bilingual speakers as compared to monolingual controls (Bialystok, 1999). We examined whether this effect is generalized to an unstudied language group (Spanish-English bilingual) and multiple measures of executive function by administering a battery of tasks to 50 kindergarten children drawn from three language groups: native bilinguals, monolinguals (English), and English speakers enrolled in second-language immersion kindergarten. Despite having significantly lower verbal scores and parent education/income level, Spanish-English bilingual children's raw scores did not differ from their peers. After statistically controlling for these factors and age, native bilingual children performed significantly better on the executive function battery than both other groups. Importantly, the relative advantage was significant for tasks that appear to call for managing conflicting attentional demands (Conflict tasks); there was no advantage on impulse-control (Delay tasks). These results advance our understanding of both the generalizability and specificity of the compensatory effects of bilingual experience for children's cognitive development.
引用
收藏
页码:282 / 298
页数:17
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