Faculty Advisor
Arturo Sesma, Ph.D.
Department
Psychology
Abstract
Extant research suggests that bilingualism benefits children’s executive functioning, but this link has been examined only with normative populations. This study assessed executive functioning in 150 clinic-referred children using parent and teacher ratings on the BRIEF as well as performance-based measures (WISC-IV Working Memory Index, Test of Variables of Attention). Results indicated that teachers endorsed fewer concerns with executive functioning for children from bilingual homes. These results suggest that bilingual exposure may provide an advantage to neurodevelopmentally vulnerable children, similar to the advantage seen among normative samples. The implications of studying multiple-language exposure among clinic-referred populations will be explored.
Start Date
17-4-2012 12:20 PM
End Date
17-4-2012 12:40 PM
Comparisons of the Effects of Monolingual and Bilingual Exposure on Executive Functioning Among Neurodevelopmentally Vulnerable Children
Extant research suggests that bilingualism benefits children’s executive functioning, but this link has been examined only with normative populations. This study assessed executive functioning in 150 clinic-referred children using parent and teacher ratings on the BRIEF as well as performance-based measures (WISC-IV Working Memory Index, Test of Variables of Attention). Results indicated that teachers endorsed fewer concerns with executive functioning for children from bilingual homes. These results suggest that bilingual exposure may provide an advantage to neurodevelopmentally vulnerable children, similar to the advantage seen among normative samples. The implications of studying multiple-language exposure among clinic-referred populations will be explored.
Comments
Oral Presentation in Room 303B Rauenhorst Ballroom