ERIC Number: ED363091
Record Type: RIE
Publication Date: 1993-May
A Style of the Relationships among Multilingualism, Learning Style, and Cognition.
A study investigated the relationships among language proficiency, learning mode, learning style, abstract reasoning, and age of second language acquisition in 227 adults. The subjects, most of whom were university students, included 17 monolinguals, 120 partial multilinguals, and 90 competent multilinguals. For comparison with competent multilinguals, the monolinguals and partial multilinguals were grouped together. All were tested for language proficiency, learning style (diverger, assimilator, converger, accommodator), learning mode (concrete experience, reflective observation, abstract conceptualization, active experimentation), and analogy-solving ability. Native English-speakers had higher analogy-solving scores than native speakers of other languages, regardless of language proficiency; competent multilinguals scored highest. Among competent multilinguals, native English-speakers scored higher than non-native speakers. Competent multilinguals scored lower on reflective observation than did other subjects. There was also a significant negative correlation between learning mode and analogy-solving ability. No significant difference was found in learning styles, and no significant interaction effect between language proficiency and learning mode or style on analogy-solving ability. Individuals learning the second language after age 12 had higher analogy-solving scores than those learning it earlier. However, early-second-language-learners were more likely to be competent multilinguals. (Author/MSE)
Descriptors: Adults, Age Differences, Cognitive Processes, Cognitive Style, College Students, Comparative Analysis, English (Second Language), Higher Education, Language Proficiency, Language Tests, Monolingualism, Multilingualism, Native Speakers, Problem Solving, Second Language Learning, Second Languages
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Ph.D. Dissertation, University of New Mexico.