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Emerging Bilingualism: Linkages with...

Esposito, Alena Gayle.

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Emerging Bilingualism: Linkages with Cognitive Function.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Emerging Bilingualism: Linkages with Cognitive Function./
作者:	Esposito, Alena Gayle.
面頁冊數:	121 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: B.
Contained By:	Dissertation Abstracts International75-10B(E).
標題:	Developmental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3584301
ISBN:	9781303998126

Emerging Bilingualism: Linkages with Cognitive Function.
Esposito, Alena Gayle.

Emerging Bilingualism: Linkages with Cognitive Function. - 121 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: B.

Thesis (Ph.D.)--North Carolina State University, 2014.

The following investigations and integrative review addressed several unresolved issues regarding performance differences between monolingual and bilingual speakers in areas of cognitive functioning, specifically interference suppression, autobiographical recall, and language-dependent recall. The specific aims of the work were to understand the effect of quantity of bilingual exposure and second language competence; to generalize previous findings of a performance advantage in executive function to a sample of low-income, minority students; to ascertain the conditions under which performance differences between bilingual and monolingual speakers are found; and to investigate the influence of the language of encoding and subsequent retrieval on access to memories. The three manuscripts comprising this dissertation each contributed to at least one of these aims. The knowledge accrued through this research has implications for understanding the broad impact second language acquisition has on cognitive functioning.

ISBN: 9781303998126Subjects--Topical Terms:

516948
Developmental psychology.

Emerging Bilingualism: Linkages with Cognitive Function.
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100 1 $a Esposito, Alena Gayle. $3 3183952
245 1 0 $a Emerging Bilingualism: Linkages with Cognitive Function.
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: B.
500 $a Adviser: Lynne Baker-Ward.
502 $a Thesis (Ph.D.)--North Carolina State University, 2014.
520 $a The following investigations and integrative review addressed several unresolved issues regarding performance differences between monolingual and bilingual speakers in areas of cognitive functioning, specifically interference suppression, autobiographical recall, and language-dependent recall. The specific aims of the work were to understand the effect of quantity of bilingual exposure and second language competence; to generalize previous findings of a performance advantage in executive function to a sample of low-income, minority students; to ascertain the conditions under which performance differences between bilingual and monolingual speakers are found; and to investigate the influence of the language of encoding and subsequent retrieval on access to memories. The three manuscripts comprising this dissertation each contributed to at least one of these aims. The knowledge accrued through this research has implications for understanding the broad impact second language acquisition has on cognitive functioning.
520 $a The first manuscript, Esposito and Baker-Ward (2013), examined the effect of second-language exposure as obtained through a dual-language program on executive function. This was followed by Esposito, Baker-Ward, and Mueller (2013), which investigated task conditions under which a bilingual performance advantage over monolingual speakers can be found. Finally, Esposito and Baker-Ward (under review) examined the influence of aspects of the language experience history on the distribution of memories across the lifespan and language dependent recall.
520 $a The results address current discrepancies in the literature regarding bilingual cognitive functioning. Task conditions, language of administration, and participant language history all contributed to differences in performance between monolingual and bilingual speakers. The findings also indicate that quantity of exposure predicts executive control while competency is linked with performance on linguistic measures. The results also provide evidence that children from low socio-economic backgrounds, like those from economically advantaged backgrounds, benefit from second-language experience. The discrepant findings in previous studies regarding language dependent recall appear to be resolved by the inclusion of language competence as a moderator.
520 $a The broad implications of this work are that language experience affects cognitive performance and thus needs to be considered in studies even when it is not of specific investigation, much as age and gender are routinely included in models. Researchers in this field of inquiry need to come to a quick consensus regarding how language experience is to be measured and quantified for ease of comparison across studies as well as to inform how other cognitive scientists can include language experience in their own models.
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