ERIC Number: ED148106
Record Type: RIE
Publication Date: 1977-Oct
Reference Count: 0
The Effect of Bilingualism in Children from Spanish-English Low Economic Neighborhoods on Cognitive Development and Cognitive Strategy. Working Papers on Bilingualism, No. 14.
A previous study found that middle-class Hebrew-English bilingual children were characterized by distinctive perceptual strategies and more advanced processing in certain verbal tasks, as compared to similar monolinguals. The present study tested whether similar strategies and response patterns will appear when the children involved are from different language groups and from relatively disadvantaged inner-city neighborhoods. The results showed that Spanish-English bilingual children manifest similar strategies to those found in the previous study, although with some attenuation. The strategies apply to nonverbal as well as verbal material. These results appeared in spite of deficiencies in vocabulary and syntax usage for the Spanish-English bilinguals relative to their control group of similar ethnic and social background. (Author/CFM)
Descriptors: Association (Psychology), Bilingual Students, Bilingualism, Child Language, Cognitive Development, Cognitive Processes, Disadvantaged Youth, Egocentrism, Language Acquisition, Language Processing, Language Tests, Minority Groups, Perceptual Development, Psycholinguistics, Semantics, Socioeconomic Influences, Spanish Speaking, Syntax, Verbal Development, Verbal Learning
Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Note: For related documents, see FL 008 939-942