Keywords
Abstract
This extant research suggests bilingualism is associated with enhanced cognitive effects, most evident in attention andexecutive functioning (EF). The current study examined the contributions of balance in the bilingualism (Spanish–English) ofchildren to performance-based measures and caregiver ratings of EF. Participants included 30 bilingual children. Balance inchildren’s bilingualism was correlated with caregiver ratings of task initiation.
References
1. Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C.(2010). A systematic review and meta-analysis of thecognitive correlates of bilingualism. Review of EducationalR
2. Schneider, W., & Bjroklund, D. F. (1998). Memory. In W. Damon(Editor-in-Chief) & D. Kuhn & R. S. Siegler (Vol.Eds.), Handbook of child psychology: Vol 2. Cognition,perception, and language (5th ed., pp. 467–521). New York:John Wiley and Sons
3. Are therebilingual advantages on nonlinguistic interference tasks?Implications for the plasticity of executive controlprocesses. Psychonomic Bulletin & Review, 18, 625–65
4. Bilingual advantages in workingmemory revisited: A latent variable examination. Learningand Individual Differences, 32, 168–17
5. Blaye, A., Coutya, J., & Bialystok, E.(2011). The effects of bilingualism on toddlers’ executivefunctioning. Journal of Experimental Child Psychology,108, 567