Are bilingual children better at ignoring perceptually misleading information? A novel test
| Autor: | Meghan C. Goldman, Barbara W. Sarnecka, James Negen |
|---|---|
| Rok vydání: | 2014 |
| Předmět: |
Male
Elementary cognitive task Cognitive Neuroscience Bilingual advantage Multilingualism Cognition Article Developmental psychology Task (project management) Test (assessment) Discrimination Psychological Child Preschool Reaction Time Developmental and Educational Psychology Humans Attention Female Selective attention Child Psychology Neuroscience of multilingualism Mathematics Cognitive psychology |
| Zdroj: | Goldman, MC; Negen, J; & Sarnecka, BW. (2014). Are bilingual children better at ignoring perceptually misleading information? A novel test. Developmental Science, 17(6), 956-964. doi: 10.1111/desc.12175. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/4w70r6sf |
| ISSN: | 1363-755X |
| DOI: | 10.1111/desc.12175 |
| Popis: | © 2014 John Wiley & Sons Ltd. Does speaking more than one language help a child perform better on certain types of cognitive tasks? One possibility is that bilingualism confers either specific or general cognitive advantages on tasks that require selective attention to one dimension over another (e.g. Bialystok, Hilchey & Klein, ). Other studies have looked for such an advantage but found none (e.g. Morton & Harper, Paap & Greenberg, ). The present study compared monolingual and bilingual children's performance on a numerical discrimination task, which required children to ignore area and attend to number. Ninety-two children, ages 3 to 6 years, were asked which of two arrays of dots had 'more dots'. Half of the trials were congruent, where the numerically greater array was also larger in total area, and half were incongruent, where the numerically greater array was smaller in total area. All children performed better on congruent than on incongruent trials. Older children were more successful than younger children at ignoring area in favor of number. Bilingual children did not perform differently from monolingual children either in number discrimination itself (i.e. identifying which array had more dots) or at selectively attending to number. The present study thus finds no evidence of a bilingual advantage on this task for children of this age. This study compared monolingual and bilingual children's performance on a numerical discrimination task. Children, ages 3 to 6 years, were asked which of two arrays had "more dots." Half of the trials were congruent (numerically greater array was larger in total area), and half were incongruent (numerically greater array was smaller in total area). Bilinguals did not perform differently from monolinguals either in identifying which array had more dots or at selectively attending to number. The present study thus finds no evidence of a bilingual advantage on this task. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
| Nepřihlášeným uživatelům se plný text nezobrazuje | K zobrazení výsledku je třeba se přihlásit. |