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Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills?
Clarifying the effects of biliteracy on cognitive development is important to understanding the role of cognitive development in L2 learning. A substantial body of research has shed light on the cognitive factors contributing to biliteracy development. Yet, not much is known about the effect of the...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9083352/ https://www.ncbi.nlm.nih.gov/pubmed/35548521 http://dx.doi.org/10.3389/fpsyg.2022.852437 |
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author | Yin, Jing Guan, Connie Qun Smolen, Elaine R. Geva, Esther Meng, Wanjin |
author_facet | Yin, Jing Guan, Connie Qun Smolen, Elaine R. Geva, Esther Meng, Wanjin |
author_sort | Yin, Jing |
collection | PubMed |
description | Clarifying the effects of biliteracy on cognitive development is important to understanding the role of cognitive development in L2 learning. A substantial body of research has shed light on the cognitive factors contributing to biliteracy development. Yet, not much is known about the effect of the degree of exposure to biliteracy on cognitive functions. To fill this research void, we measured three categories of biliteracy skills (language, reading, and cognitive–linguistic skills in both Chinese and English) jointly and investigated the effects of biliteracy skill performance in these three categories on cognitive skills (working memory and attentional control) in Chinese L1 children who were exposed to English as L2 beginning at age 3 (“early”) or in grade 3 (“late”). In this cross-sectional study, 10 parallel Chinese and English language, reading, and cognitive–linguistic measures were administered to emerging Chinese–English bilingual children in grade 3 (n = 178) and grade 6 (n = 176). The results revealed that early exposure to Chinese–English biliteracy enhanced cognitive skills but with a cost of a slight delay in performance on Chinese L1 language skills in grade 3 (but not in grade 6). Importantly, the present findings suggest that, in addition to universal and developmental processes, the cumulative effect of early and sustained bi-scriptal exposure enhances working memory and attention in school children. |
format | Online Article Text |
id | pubmed-9083352 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-90833522022-05-10 Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills? Yin, Jing Guan, Connie Qun Smolen, Elaine R. Geva, Esther Meng, Wanjin Front Psychol Psychology Clarifying the effects of biliteracy on cognitive development is important to understanding the role of cognitive development in L2 learning. A substantial body of research has shed light on the cognitive factors contributing to biliteracy development. Yet, not much is known about the effect of the degree of exposure to biliteracy on cognitive functions. To fill this research void, we measured three categories of biliteracy skills (language, reading, and cognitive–linguistic skills in both Chinese and English) jointly and investigated the effects of biliteracy skill performance in these three categories on cognitive skills (working memory and attentional control) in Chinese L1 children who were exposed to English as L2 beginning at age 3 (“early”) or in grade 3 (“late”). In this cross-sectional study, 10 parallel Chinese and English language, reading, and cognitive–linguistic measures were administered to emerging Chinese–English bilingual children in grade 3 (n = 178) and grade 6 (n = 176). The results revealed that early exposure to Chinese–English biliteracy enhanced cognitive skills but with a cost of a slight delay in performance on Chinese L1 language skills in grade 3 (but not in grade 6). Importantly, the present findings suggest that, in addition to universal and developmental processes, the cumulative effect of early and sustained bi-scriptal exposure enhances working memory and attention in school children. Frontiers Media S.A. 2022-04-25 /pmc/articles/PMC9083352/ /pubmed/35548521 http://dx.doi.org/10.3389/fpsyg.2022.852437 Text en Copyright © 2022 Yin, Guan, Smolen, Geva and Meng. https://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(s) 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 Yin, Jing Guan, Connie Qun Smolen, Elaine R. Geva, Esther Meng, Wanjin Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills? |
title | Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills? |
title_full | Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills? |
title_fullStr | Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills? |
title_full_unstemmed | Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills? |
title_short | Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills? |
title_sort | does early exposure to chinese–english biliteracy enhance cognitive skills? |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9083352/ https://www.ncbi.nlm.nih.gov/pubmed/35548521 http://dx.doi.org/10.3389/fpsyg.2022.852437 |
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