ERIC Number: ED264314
Record Type: RIE
Publication Date: 1984-Dec-31
Reference Count: 0
The Causal Relationship between the Development of Bilingualism, Cognitive Flexibility, and Social-Cognitive Skills in Hispanic Elementary School Children. Final Report.
This 2-volume document reports on a longitudinal study of the relationship between bilingualism and cognitive ability. Previous research has suggested that bilingualism might have positive effects on cognitive ability. This study focuses on effects for "non-balanced bilinguals," those who do not have equal levels of proficiency in both languages. Following an extensive review of research on bilingualism, the study is described. Subjects were elementary students in a Spanish-English bilingual program. Cognitive abilities measured included English and Spanish verbal ability, metalinguistic ability, nonlinguistic ability, and social perspective taking. Both cross-sectional and longitudinal analyses showed statistically reliable effects of bilingualism on cognitive abilities, although magnitude and reliability varied over time and grade level. The results in general support the position of a positive relationship between bilingualism and cognitive ability, even in non-balanced bilinguals. The appendix in volume 1 is an annotated bibliography of research on bilingualism and intelligence, while volume 2 consists of 3 appendices: a questionnaire sent to parents of study subjects, a preliminary report of a demographic study of all Hispanic students in New Haven giving statistical data in tables and figures, and measures used in the study including extensive picture tests. (KH)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: Yale Univ., New Haven, CT. Dept. of Psychology.; National Clearinghouse for Bilingual Education, Rosslyn, VA.
Note: Appendix C contains small print.