Bilingualism and Performance on Two Widely Used Developmental Neuropsychological Test Batteries

The present study investigated the effect of bilingualism on the two widely used developmental neuropsychological test batteries Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) and A Developmental Neuropsychological Assessment, Second Edition (NEPSY-II) in children. The sample co...

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Detalles Bibliográficos
Autores principales: Karlsson, Linda C., Soveri, Anna, Räsänen, Pekka, Kärnä, Antti, Delatte, Sonia, Lagerström, Emma, Mård, Lena, Steffansson, Mikaela, Lehtonen, Minna, Laine, Matti
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2015
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4414566/
https://www.ncbi.nlm.nih.gov/pubmed/25922937
http://dx.doi.org/10.1371/journal.pone.0125867
Descripción
Sumario:The present study investigated the effect of bilingualism on the two widely used developmental neuropsychological test batteries Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) and A Developmental Neuropsychological Assessment, Second Edition (NEPSY-II) in children. The sample consisted of 100 Finland-Swedish children in two age groups. About half (n = 52) of the participants were early simultaneous bilinguals, and the other half (n = 48) were monolinguals. As no Finland-Swedish versions of the tests are available at the moment, both tests were translated and adapted to suit this population. The results revealed no difference in the performance between bilingual and monolingual children. This speaks against a cognitive advantage in bilingual children and indicates that development of separate norms for monolingual and bilingual children is not needed for clinical use.

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