What Did Simon Say? Revisiting the Bilingual Advantage

Autor/inn/en	Morton, J. Bruce; Harper, Sarah N.
Titel	What Did Simon Say? Revisiting the Bilingual Advantage
Quelle	In: Developmental Science, 10 (2007) 6, S.719-726 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2007.00623.x
Schlagwörter	Ethnicity; Monolingualism; Bilingualism; Children; Cognitive Processes; Cognitive Ability; Attention; Socioeconomic Influences; Socioeconomic Status; Reaction Time; Stimuli; Responses; Cognitive Psychology + Suchen Sie Ihr Suchwort? Ethnizität; Bilingualismus; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Aufmerksamkeit; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Reaktionsvermögen; Anreizsystem; Kognitive Psychologie
Abstract	Bilingual children often outperform monolingual children in tasks of cognitive control. This advantage may be a consequence of the fact that bilinguals have more practice controlling attention due to an ongoing need to manage two languages. However, existing evidence is limited because possible differences in ethnicity and socioeconomic status have not been properly controlled. To address this issue, we administered the Simon task to bilingual and monolingual children of identical ethnic and socioeconomic backgrounds. Bilingual and monolingual children performed identically, whereas children from higher SES families were advantaged relative to children from lower SES families. Controlling differences in SES and ethnicity may attenuate the bilingual advantage in cognitive control. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10