dc.contributor.author | Hansen, Laura Birke | |
dc.contributor.author | Macizo, Pedro | |
dc.contributor.author | Duñabeitia, Jon Andoni | |
dc.contributor.author | Saldaña, David | |
dc.contributor.author | Carreiras, Manuel | |
dc.contributor.author | Fuentes, Luis J. | |
dc.contributor.author | Bajo, Maria Teresa | |
dc.date.accessioned | 2017-02-24T10:45:31Z | |
dc.date.available | 2017-02-24T10:45:31Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Hansen, L. B., Macizo, P., Duñabeitia, J. A., Saldaña, D., Carreiras, M., Fuentes, L. J. and Bajo, M. T. (2016), Emergent Bilingualism and Working Memory Development in School Aged Children. Language Learning, 66: 51–75. doi:10.1111/lang.12170 | es |
dc.identifier.issn | 0023-8333 | |
dc.identifier.uri | http://hdl.handle.net/10810/20817 | |
dc.description | Epub ahead of print 21/11/2016 | es |
dc.description.abstract | The present research explores working memory (WM) development in monolingual
as well as emergent bilingual children immersed in an L2 at school. Evidence from
recent years suggests that bilingualism may boost domain-general executive control, but
impair nonexecutive linguistic processing. Both are relevant for verbalWM,but different
paradigms currently in use vary in the degree to which they reflect these subprocesses.
We found that only younger immersion students outperformed monolinguals on the
n-back task, a measure of executive WM updating, but showed a relative deficit in L1
rapid naming and, to a lesser degree, reading span scores. Age effects suggest that, rather
than ultimate performance levels, bilingualism alters the developmental course of WM
processes. We conclude that emergent bilingualism may modulate WM development
in school-aged children at the subcomponent level, but detecting this modulation is
contingent on task selection. | es |
dc.description.sponsorship | This research was partially supported by doctoral research grant AP2010-3434 from the Spanish Ministry of Education to Laura Birke Hansen, grant CSD2008-00048 to all authors, grant PSI2012-32287 from the Spanish Ministry of Economy and Competitiveness to Pedro Macizo, grant PSI2012-33625 from the Spanish Ministry of Education, and grants CTS 2369 from the Andalusian Government, and APCIN. NSF-PIRE to M. Teresa Bajo | es |
dc.language.iso | eng | es |
dc.publisher | Language Learning | es |
dc.relation | info:eu-repo/grantAgreement/MINECO/CSD2008-00048 | |
dc.relation | info:eu-repo/grantAgreement/MINECO/PSI2012-32287 | |
dc.relation | info:eu-repo/grantAgreement/MINECO/PSI2012-33625 | |
dc.rights | info:eu-repo/semantics/openAccess | es |
dc.subject | emergent bilingualism | es |
dc.subject | immersion schooling | es |
dc.subject | working memory | es |
dc.subject | executive updating | es |
dc.subject | verbal processing | es |
dc.title | Emergent Bilingualism and Working Memory Development in School Aged Children | es |
dc.type | info:eu-repo/semantics/article | es |
dc.rights.holder | © 2016 Language Learning Research Club, University of Michigan | es |
dc.relation.publisherversion | http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291467-9922 | es |
dc.identifier.doi | 10.1111/lang.12170 | |
dc.subject.categoria | EDUCATION AND EDUCATIONAL RESEARCH | |
dc.subject.categoria | LANGUAGE AND LINGUISTICS | |
dc.subject.categoria | LINGUISTICS | |