An examination of the differences among native bilinguals, late bilinguals, and monolinguals in vocabulary knowledge, verbal fluency, and executive control

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An examination of the differences among native bilinguals, late bilinguals, and monolinguals in vocabulary knowledge, verbal fluency, and executive control

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Title: An examination of the differences among native bilinguals, late bilinguals, and monolinguals in vocabulary knowledge, verbal fluency, and executive control
Author: Smith, Caroline Anne, active 21st century
Abstract: The present study seeks to explore if the bilingual advantage and disadvantage of children who are natively bilingual in English and Spanish extends to children who gain exposure to and eventually become bilingual in these languages beginning at ages 5 and 6. Specifically, the study compares executive control, vocabulary, and verbal fluency for three groups of children: a) native Spanish-English bilinguals, b) late bilinguals that have completed at least 5 years of a 50-50 dual language immersion program in English and Spanish in school, and c) English monolinguals that have not had second language instruction. The proposed study seeks a better understanding of the unique cognitive skill sets of native and late bilingual and monolingual children, and to inform educational policy related to bilingual students.
Department: Educational Psychology
Subject: Bilingual Monolingual Vocabulary size Verbal fluency Executive control
URI: http://hdl.handle.net/2152/ETD-UT-2011-08-3762
Date: 2011-08

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