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Barbosa, Poliana G.; Jiang, Zixia; Nicoladis, Elena – International Journal of Bilingual Education and Bilingualism, 2019
Previous studies showed that bilinguals tend to score lower on some language tests than monolinguals in each of their languages and outperform monolinguals on some cognitive tasks. We investigated whether short-term and working memory capacities that underlie language abilities differ between sequential bilinguals and monolinguals. We tested…
Descriptors: Short Term Memory, Predictor Variables, Receptive Language, Vocabulary Development
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Barbosa, Poliana; Nicoladis, Elena; Keith, Margaux – Journal of Child Language, 2017
We investigated how bilinguals choose words in a narrative task, contrasting the possibilities of a developmental delay vs. compensatory strategies. To characterize a developmental delay, we compared younger (three to five years) and older (seven to ten years) children's lexicalization of target words (Study 1). The younger children told shorter…
Descriptors: Bilingualism, Bilingual Students, Children, Lexicology
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Schmidtke, Jens – Journal of Speech, Language, and Hearing Research, 2017
Purpose: This study assessed home and community language proficiency in Spanish-English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method: Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal…
Descriptors: College Students, Bilingual Students, Spanish Speaking, Vocabulary
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Yow, W. Quin – Journal of Child Language, 2015
Young children typically do not use order-of-mention to resolve ambiguous pronouns, but may do so if given additional cues, such as gestures. Additionally, this ability to utilize gestures may be enhanced in bilingual children, who may be more sensitive to such cues due to their unique language experience. We asked monolingual and bilingual…
Descriptors: Preschool Children, Monolingualism, Bilingual Students, Adults
Iossi, Laura Hillerbrand – ProQuest LLC, 2009
Math anxiety levels and performance outcomes were compared for bilingual and monolingual community college Intermediate Algebra students attending a culturally diverse urban commuter college. Participants (N = 618, 250 men, 368 women; 361 monolingual, 257 bilingual) completed the Abbreviated Math Anxiety Scale (AMAS) and a demographics instrument.…
Descriptors: Education Majors, Community Colleges, Commuter Colleges, Predictor Variables
Saito-Horgan, Noriko – 1995
If, as research suggests, exposing children to two languages and two cultures provides a cognitive advantage, it could be assumed that a child exposed to two languages may be accelerated in a more advanced cognitive stage (as defined by Piaget) than a child exposed to only one language. This study sought to determine when Hispanic children from…
Descriptors: Age Differences, Bilingual Students, Bilingualism, Classification