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Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation

We examined the role of verbal mediation in planning performance of English–Spanish-speaking bilingual children and monolingual English-speaking children, between the ages of 9 and 12 years. To measure planning, children were administered the Tower of London (ToL) task. In a dual-task paradigm, chil...

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Autores principales: Gangopadhyay, Ishanti, McDonald, Margarethe, Ellis Weismer, Susan, Kaushanskaya, Margarita
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5861373/
https://www.ncbi.nlm.nih.gov/pubmed/29593620
http://dx.doi.org/10.3389/fpsyg.2018.00323
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author Gangopadhyay, Ishanti
McDonald, Margarethe
Ellis Weismer, Susan
Kaushanskaya, Margarita
author_facet Gangopadhyay, Ishanti
McDonald, Margarethe
Ellis Weismer, Susan
Kaushanskaya, Margarita
author_sort Gangopadhyay, Ishanti
collection PubMed
description We examined the role of verbal mediation in planning performance of English–Spanish-speaking bilingual children and monolingual English-speaking children, between the ages of 9 and 12 years. To measure planning, children were administered the Tower of London (ToL) task. In a dual-task paradigm, children completed ToL problems under three conditions: with no secondary task (baseline), with articulatory suppression, and with non-verbal motor suppression. Analyses revealed generally shorter planning times for bilinguals than monolinguals but both groups performed similarly on number of moves and execution times. Additionally, bilingual children were more efficient at planning throughout the duration of the task while monolingual children showed significant gains with more practice. Children’s planning times under articulatory suppression were significantly shorter than under motor suppression as well as the baseline condition, and there was no difference in planning times between monolingual and bilingual children during articulatory suppression. These results demonstrate that bilingualism influences performance on a complex EF measure like planning, and that these effects are not related to verbal mediation.
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spelling pubmed-58613732018-03-28 Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation Gangopadhyay, Ishanti McDonald, Margarethe Ellis Weismer, Susan Kaushanskaya, Margarita Front Psychol Psychology We examined the role of verbal mediation in planning performance of English–Spanish-speaking bilingual children and monolingual English-speaking children, between the ages of 9 and 12 years. To measure planning, children were administered the Tower of London (ToL) task. In a dual-task paradigm, children completed ToL problems under three conditions: with no secondary task (baseline), with articulatory suppression, and with non-verbal motor suppression. Analyses revealed generally shorter planning times for bilinguals than monolinguals but both groups performed similarly on number of moves and execution times. Additionally, bilingual children were more efficient at planning throughout the duration of the task while monolingual children showed significant gains with more practice. Children’s planning times under articulatory suppression were significantly shorter than under motor suppression as well as the baseline condition, and there was no difference in planning times between monolingual and bilingual children during articulatory suppression. These results demonstrate that bilingualism influences performance on a complex EF measure like planning, and that these effects are not related to verbal mediation. Frontiers Media S.A. 2018-03-14 /pmc/articles/PMC5861373/ /pubmed/29593620 http://dx.doi.org/10.3389/fpsyg.2018.00323 Text en Copyright © 2018 Gangopadhyay, McDonald, Ellis Weismer and Kaushanskaya. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Gangopadhyay, Ishanti
McDonald, Margarethe
Ellis Weismer, Susan
Kaushanskaya, Margarita
Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation
title Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation
title_full Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation
title_fullStr Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation
title_full_unstemmed Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation
title_short Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation
title_sort planning abilities in bilingual and monolingual children: role of verbal mediation
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5861373/
https://www.ncbi.nlm.nih.gov/pubmed/29593620
http://dx.doi.org/10.3389/fpsyg.2018.00323
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