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The cognitive effects of Chinese lan...

Hsieh, Shiao-Ling Judy,

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The cognitive effects of Chinese language training in a sample of Chinese-American children /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The cognitive effects of Chinese language training in a sample of Chinese-American children // Shiao-Ling Judy Hsieh.
作者:	Hsieh, Shiao-Ling Judy,
面頁冊數:	1 electronic resource (154 pages)
附註:	Source: Dissertations Abstracts International, Volume: 53-04, Section: A.
Contained By:	Dissertations Abstracts International53-04A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9132139
ISBN:	9798738619793

The cognitive effects of Chinese language training in a sample of Chinese-American children /
Hsieh, Shiao-Ling Judy,

The cognitive effects of Chinese language training in a sample of Chinese-American children /Shiao-Ling Judy Hsieh. - 1 electronic resource (154 pages)

Source: Dissertations Abstracts International, Volume: 53-04, Section: A.

This study examined the impact of Chinese language training on cognitive abilities and brain function of a group of 51 bilingual Chinese American children aged 9-12${1\\over2}$ years. Experimental hypotheses were evaluated by contrasting bilingual youngsters with a racially matched control group of 41 monolingual children who had not attended Chinese language school. Based on the fundamental differences between the Chinese and English language systems, it was hypothesized that the two groups would differ on hemispheric mental processing functions, visual symbolic coding skills, visual recognition memory, non-verbal reasoning, and word fluency. Differences in asymmetries of fine motor control were also expected, and it was predicted that a positive correlation would be found between the right hemispheric cognitive functions and the length of Chinese education among the bilingual children. The dependent variables were Grooved Pegboard, Coding of WISC-R, Controlled Word Association Test, Animal Naming Test, Kaufman Assessment Battery for Children, and Raven's Standard Progressive Matrices. Results partially confirmed the hypotheses. The bilingual group scored significantly higher on the Coding subtest of the WISC-R, the Mental Processing Composite, the Sequential Processing Scale, its Number Recall subtest and the Triangle subtest of the Simultaneous Processing Scale of K-ABC. The monolingual youngsters, on the other hand, performed significantly better on Faces and Places and Riddles subtests of the Achievement Scale of the K-ABC. No statistically significant differences were found between the two groups on the Continuous Recognition Memory Test, Raven's Standard Progressive Matrices, Animal Naming Test, and Controlled Word Association Test. Years of Chinese education, finally, did not positively correlate with higher right hemispheric cognitive functions of bilingual children. The findings of this study suggest that Chinese language training promotes a child's cognitive abilities, advances the mental flexibility and problem solving efficiency. Bilingual educational experience also enhances the development of sequential mental processing and stimulates specific simultaneous processing functions.

English

ISBN: 9798738619793Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

bilingual

The cognitive effects of Chinese language training in a sample of Chinese-American children /
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520 $a This study examined the impact of Chinese language training on cognitive abilities and brain function of a group of 51 bilingual Chinese American children aged 9-12${1\\over2}$ years. Experimental hypotheses were evaluated by contrasting bilingual youngsters with a racially matched control group of 41 monolingual children who had not attended Chinese language school. Based on the fundamental differences between the Chinese and English language systems, it was hypothesized that the two groups would differ on hemispheric mental processing functions, visual symbolic coding skills, visual recognition memory, non-verbal reasoning, and word fluency. Differences in asymmetries of fine motor control were also expected, and it was predicted that a positive correlation would be found between the right hemispheric cognitive functions and the length of Chinese education among the bilingual children. The dependent variables were Grooved Pegboard, Coding of WISC-R, Controlled Word Association Test, Animal Naming Test, Kaufman Assessment Battery for Children, and Raven's Standard Progressive Matrices. Results partially confirmed the hypotheses. The bilingual group scored significantly higher on the Coding subtest of the WISC-R, the Mental Processing Composite, the Sequential Processing Scale, its Number Recall subtest and the Triangle subtest of the Simultaneous Processing Scale of K-ABC. The monolingual youngsters, on the other hand, performed significantly better on Faces and Places and Riddles subtests of the Achievement Scale of the K-ABC. No statistically significant differences were found between the two groups on the Continuous Recognition Memory Test, Raven's Standard Progressive Matrices, Animal Naming Test, and Controlled Word Association Test. Years of Chinese education, finally, did not positively correlate with higher right hemispheric cognitive functions of bilingual children. The findings of this study suggest that Chinese language training promotes a child's cognitive abilities, advances the mental flexibility and problem solving efficiency. Bilingual educational experience also enhances the development of sequential mental processing and stimulates specific simultaneous processing functions.
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