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Assessing the relationship between c...

Hoffman, Elisheva.

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Assessing the relationship between childhood bilingualism and social -emotional understanding.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Assessing the relationship between childhood bilingualism and social -emotional understanding./
作者:	Hoffman, Elisheva.
面頁冊數:	74 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 7000.
Contained By:	Dissertation Abstracts International68-10B.
標題:	Psychology, Developmental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3285786
ISBN:	9780549281023

Assessing the relationship between childhood bilingualism and social -emotional understanding.
Hoffman, Elisheva.

Assessing the relationship between childhood bilingualism and social -emotional understanding. - 74 p.

Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 7000.

Thesis (Ph.D.)--Long Island University, The Brooklyn Center, 2007.

This study examines the relationship between the bilingual child's level of linguistic competence and social-emotional understanding. This was done through correlational analyses that assessed the relationships between three language variables in each of the bilingual child's two languages and the child's ability for social perspective-taking, indexed by two false belief tasks. Thirty-seven Hebrew-English bilingual children and thirteen Hebrew/English monolingual children participated in the study. For the bilingual group, significant relationships emerged between the two dominant expressive language scores and the total social-emotional scores. A multiple regression was also conducted; however, this relationship was not strong enough to have established a predictive relationship between the linguistic variables and social-emotional competence. Results also revealed significant relationships between the expressive language scores and the false belief scores. A different relationship was found for the monolingual group, in which a significant relationship emerged between the receptive language scores and the social-emotional competence scores. Implications of these findings for understanding the relationship between expressive ability and social understanding in bilingual development and for future research directions are discussed.

ISBN: 9780549281023Subjects--Topical Terms:

1017557
Psychology, Developmental.

Assessing the relationship between childhood bilingualism and social -emotional understanding.
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245 1 0 $a Assessing the relationship between childhood bilingualism and social -emotional understanding.
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500 $a Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 7000.
500 $a Adviser: Gary Kose.
502 $a Thesis (Ph.D.)--Long Island University, The Brooklyn Center, 2007.
520 $a This study examines the relationship between the bilingual child's level of linguistic competence and social-emotional understanding. This was done through correlational analyses that assessed the relationships between three language variables in each of the bilingual child's two languages and the child's ability for social perspective-taking, indexed by two false belief tasks. Thirty-seven Hebrew-English bilingual children and thirteen Hebrew/English monolingual children participated in the study. For the bilingual group, significant relationships emerged between the two dominant expressive language scores and the total social-emotional scores. A multiple regression was also conducted; however, this relationship was not strong enough to have established a predictive relationship between the linguistic variables and social-emotional competence. Results also revealed significant relationships between the expressive language scores and the false belief scores. A different relationship was found for the monolingual group, in which a significant relationship emerged between the receptive language scores and the social-emotional competence scores. Implications of these findings for understanding the relationship between expressive ability and social understanding in bilingual development and for future research directions are discussed.
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