A Comparison of Spatial Role-Taking in Monolingual and Bilingual Children
Twenty bilingual first-grade children (10 Vietnamese-English) and 10 Spanish-English) were compared with 20 monolingual children on the WISC-R Block Design and on spatial role-taking tasks of increasing complexity. It was hypothesized that the cognitive flexibility of bilinguals would lead to signif...
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| Published in: | The Journal of genetic psychology 1982-03, Vol.140 (1), p.3-10 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | eng |
| Online Access: | Get full text |
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| Summary: | Twenty bilingual first-grade children (10 Vietnamese-English) and 10 Spanish-English) were compared with 20 monolingual children on the WISC-R Block Design and on spatial role-taking tasks of increasing complexity. It was hypothesized that the cognitive flexibility of bilinguals would lead to significantly higher scores than the control groups on both types of tasks. A 2 × 2 analysis of variance on the WISC-R Block Design yielded main effects (ps < .05) for bilingualism and for culture; no significant interaction was found. For all spatial role-taking tasks no significant main effects were found. Significant interactions were found for the two most complex spatial role-taking tasks (p < .05). |
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| ISSN: | 0022-1325 1940-0896 |