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dc.creatorSmith, Caroline Anne, active 21st century
dc.date.accessioned2011-11-04T18:00:02Z
dc.date.available2011-11-04T18:00:02Z
dc.date.created2011-08
dc.date.issued2011-11-04
dc.date.submittedAugust 2011
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-08-3762
dc.descriptiontext
dc.description.abstractThe 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.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectBilingual
dc.subjectMonolingual
dc.subjectVocabulary size
dc.subjectVerbal fluency
dc.subjectExecutive control
dc.titleAn examination of the differences among native bilinguals, late bilinguals, and monolinguals in vocabulary knowledge, verbal fluency, and executive control
dc.date.updated2011-11-04T18:00:11Z
dc.identifier.slug2152/ETD-UT-2011-08-3762
dc.description.departmentEducational Psychology
dc.type.genrethesis*
thesis.degree.departmentEducational Psychology
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Texas at Austin
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts


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