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dc.contributor.advisorCawthon, Stephanie W.en
dc.creatorSmith, Caroline Anne, active 21st centuryen
dc.date.accessioned2011-11-04T18:00:02Zen
dc.date.available2011-11-04T18:00:02Zen
dc.date.issued2011-08en
dc.date.submittedAugust 2011en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-08-3762en
dc.descriptiontexten
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.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectBilingualen
dc.subjectMonolingualen
dc.subjectVocabulary sizeen
dc.subjectVerbal fluencyen
dc.subjectExecutive controlen
dc.titleAn examination of the differences among native bilinguals, late bilinguals, and monolinguals in vocabulary knowledge, verbal fluency, and executive controlen
dc.date.updated2011-11-04T18:00:11Zen
dc.identifier.slug2152/ETD-UT-2011-08-3762en
dc.contributor.committeeMemberAllen, Gregen
dc.description.departmentEducational Psychologyen
dc.type.genrethesisen
thesis.degree.departmentEducational Psychologyen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen


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