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Working memory and controlled attent...

Namazi, Mahchid.

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Working memory and controlled attention in bilingual children with and without language impairment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Working memory and controlled attention in bilingual children with and without language impairment./
Author:	Namazi, Mahchid.
Description:	179 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: B, page: 7397.
Contained By:	Dissertation Abstracts International71-12B.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR66471
ISBN:	9780494664711

Working memory and controlled attention in bilingual children with and without language impairment.
Namazi, Mahchid.

Working memory and controlled attention in bilingual children with and without language impairment. - 179 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: B, page: 7397.

Thesis (Ph.D.)--McGill University (Canada), 2010.

This thesis consists of three studies with the general aim of investigating controlled attention and working memory in the visual and auditory modalities in monolingual and bilingual children equated in visual and verbal working memory as well in bilingual children with and without language impairment. The first study attempts a replication of previous research findings showing a bilingual advantage in controlled attention by altering the methodology to equate children on measures of verbal and visual working memory, as well as adequately measuring language knowledge in each of the bilingual child's languages. In the second study, we performed a preliminary investigation of bilingual children's ability to ignore meaningful speech in one language while attending to and processing sentences in the other language. The regular experience with this latter skill has been put forward as the explanation for the bilingual child's domain general advantage in controlled attention. A second general aim of the studies was to explore the relationship between verbal memory and auditory controlled attention, as well as visual memory and visual controlled attention. The third and final study extended the aims of the first two studies to bilingual children with language impairment in comparison to an age- and nonverbal IQ-matched group with similar bilingual exposure. The findings from all three studies confirmed the lack of a bilingual advantage in visual controlled attention. Furthermore, even in children with language impairment, performance was similar to their peers. As for the relationship between working memory and controlled attention, when children were split into high and low visual working memory groups, those with higher spans were more accurate and faster on the visual controlled attention task. In the case of auditory controlled attention, children with higher verbal working memory scores were more accurate than those with lower working memory scores. This study supports the claim made by others that individual differences in working memory contribute to performance on tasks of controlled attention.

ISBN: 9780494664711Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Working memory and controlled attention in bilingual children with and without language impairment.
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100 1 $a Namazi, Mahchid. $3 1680988
245 1 0 $a Working memory and controlled attention in bilingual children with and without language impairment.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: B, page: 7397.
502 $a Thesis (Ph.D.)--McGill University (Canada), 2010.
520 $a This thesis consists of three studies with the general aim of investigating controlled attention and working memory in the visual and auditory modalities in monolingual and bilingual children equated in visual and verbal working memory as well in bilingual children with and without language impairment. The first study attempts a replication of previous research findings showing a bilingual advantage in controlled attention by altering the methodology to equate children on measures of verbal and visual working memory, as well as adequately measuring language knowledge in each of the bilingual child's languages. In the second study, we performed a preliminary investigation of bilingual children's ability to ignore meaningful speech in one language while attending to and processing sentences in the other language. The regular experience with this latter skill has been put forward as the explanation for the bilingual child's domain general advantage in controlled attention. A second general aim of the studies was to explore the relationship between verbal memory and auditory controlled attention, as well as visual memory and visual controlled attention. The third and final study extended the aims of the first two studies to bilingual children with language impairment in comparison to an age- and nonverbal IQ-matched group with similar bilingual exposure. The findings from all three studies confirmed the lack of a bilingual advantage in visual controlled attention. Furthermore, even in children with language impairment, performance was similar to their peers. As for the relationship between working memory and controlled attention, when children were split into high and low visual working memory groups, those with higher spans were more accurate and faster on the visual controlled attention task. In the case of auditory controlled attention, children with higher verbal working memory scores were more accurate than those with lower working memory scores. This study supports the claim made by others that individual differences in working memory contribute to performance on tasks of controlled attention.
590 $a School code: 0781.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Psychology, Developmental. $3 1017557
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710 2 $a McGill University (Canada). $3 1018122
773 0 $t Dissertation Abstracts International $g 71-12B.
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792 $a 2010
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