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ERIC Number: ED142078
Record Type: Non-Journal
Publication Date: 1972-Aug
The Effects of Monolingualism vs. Bilingualism on Categorization Behavior.
Feldman, Carol Fleisher
The purpose of the present study was to compare performance of bilingual and monolingual children on certain language-related skills. Fifteen children between the ages of three years, eight months, and seven years were matched for age and sex in each of the following four groups: middle-class monolinguals, lower-class monolinguals, Spanish-English bilinguals (Mexican), and Inupiat-English bilinguals (Alaskan Eskimo). A test, a "name game," was administered, which consisted of three theoretically distinct tasks, each of which had a labeling and a relational component. The three tasks involved: (1) switching common names, (2) using regular common names, and (3) learning nonsense names. The findings showed that: (1) individual labeling skills surpassed relational skills in almost all cases; (2) the differences between performance in the two tasks were found to be significant for the bilinguals and middle-class monolinguals but not significant for lower-class monolinguals in the switched-labeling task; (4) the two bilingual groups and the lower-class monolingual group performed equivalently on the nonsense-labeling task; and (5) the middle-class monolinguals equalled or surpassed all other groups in all tasks. (CFM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Lab. on Early Childhood Education , Chicago, IL. Early Education Research Center.; National Inst. of Education (DHEW), Washington, DC. Office of Research. Policy Studies Div.
Authoring Institution: N/A