Modulatory Effects of SES and Multilinguistic Experience on Cognitive Development: A Longitudinal Data Analysis of Multilingual and Monolingual Adolescents from the SCAMP Cohort

Autor/inn/en	Filippi, Roberto; Ceccolini, Andrea; Booth, Elizabeth; Shen, Chen; Thomas, Michael S.C.; Toledano, Mireille B.; Dumontheil, Iroise
Titel	Modulatory Effects of SES and Multilinguistic Experience on Cognitive Development: A Longitudinal Data Analysis of Multilingual and Monolingual Adolescents from the SCAMP Cohort
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 9, S.3489-3506 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Filippi, Roberto) ORCID (Dumontheil, Iroise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2064191
Schlagwörter	Socioeconomic Status; Multilingualism; Monolingualism; Adolescents; Preadolescents; Early Adolescents; Cognitive Development; Bilingualism; Foreign Countries; Secondary School Students; Parent Background; Educational Attainment; Occupations; Institutional Characteristics; Short Term Memory; Cognitive Ability; Nonverbal Ability; Executive Function; United Kingdom (London); Trail Making Test; Cattell Culture Fair Intelligence Test + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Mehrsprachigkeit; Multilingualismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Kognitive Entwicklung; Bilingualismus; Ausland; Sekundarschüler; Elternhaus; Bildungsabschluss; Bildungsgut; Beruf; Berufsumfeld; Kurzzeitgedächtnis; Denkfähigkeit
Abstract	Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11-12 (T1) and 13-15 years old (T2). Cognitive measures were derived from tasks of cognitive flexibility, verbal, spatial and visuo-spatial working memory, speech processing and non-verbal reasoning. Using SES information collected through questionnaires (school type, level of deprivation, parental education and occupation), the sample was clustered into high/medium/low SES groups. Comparisons focused on 517 monolingual and 329 multilingual pupils in the high/low SES groups. Having controlled for multiple comparisons, the results indicated a significant beneficial effect of bilingualism in measures of working memory, visuo-spatial processing and non-verbal reasoning. These effects were present in both high and low SES individuals and sustained at both times of development, with a particularly significant improvement of working memory abilities in low SES bilinguals at T2 as compared to monolingual peers. Theoretical and practical implications of these findings are considered and guidance for educators is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01