dc.contributor.advisor |
Meissel, Kane |
|
dc.contributor.advisor |
Henderson, Annette |
|
dc.contributor.author |
Sulaiman, Shaheena |
|
dc.date.accessioned |
2023-01-19T00:52:09Z |
|
dc.date.available |
2023-01-19T00:52:09Z |
|
dc.date.issued |
2022 |
en |
dc.identifier.uri |
https://hdl.handle.net/2292/62475 |
|
dc.description.abstract |
The experience of learning two languages has been associated with higher performance on
non-linguistic cognitive tasks. However, a recent surge in mixed findings has cast doubt on
the bilingual advantage for aspects such as executive functions. The current study aimed to
explore the relationship between bilingualism and executive functions for children aged 7-9
years. The data from a large-scale longitudinal cohort study were analysed. The sample
comprised a total of 4185 children (142 bilinguals). Executive functions were assessed with
respect to inhibitory control (deliberate control of dominant response in favour of less
dominant response), shifting (switching between mental sets or tasks), and updating (ability
to continuously monitor and update information in working memory) using tasks from the
National Institute of Health Toolbox (Cognitive Battery). Multiple linear regression models
were employed to examine differences between monolingual and bilingual children.
Children’s age, socioeconomic status and English receptive vocabulary scores were added to
the models as covariates. On average, bilinguals had lower English receptive vocabulary
scores than monolinguals. Nevertheless, the findings revealed a small bilingual effect
favouring bilinguals in the inhibitory control after controlling for covariates. For shifting and
updating skills, bilinguals and monolinguals performed equally well. Although the cohort
was of a similar age, children’s age also predicted their performance, but only in updating
skills. The regression models revealed no interaction between socioeconomic status and
language group. Overall, the results indicated a modest bilingual advantage in inhibitory
control and equal performance in shifting and updating, despite lower average socioeconomic
status and English vocabulary scores. The findings have implications for the sociolinguistic
context of Aotearoa New Zealand in which bilingual children acquire their two languages.
The results of the study highlight the need for more opportunities for our bilingual children to speak their two languages so that they can benefit from their bilingual skills in non-linguistic
cognitive outcomes. |
|
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
Masters Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Understanding the Relationship Between Bilingualism and Executive Functions in Children Growing up in Aotearoa New Zealand |
|
dc.type |
Thesis |
en |
thesis.degree.discipline |
Education |
|
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.date.updated |
2022-11-30T09:10:37Z |
|
dc.rights.holder |
Copyright: the author |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |