Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children

Bibliographic Data

ID11051979
AuthorsGhada Mohammed Abdelgafar, Julio Adisantoso, Ruba Abdelmatloub Moawad (0000-0002-0509-5374), Firman Ardiansyah (0000-0003-4976-4389), Leny Riajelita
Year2015
Volume44
Issue5
Pages651-667
Publication date2015-10-01
Open AccessYes
TypeARTICLE
VenueJournal of Psycholinguistic Research (JOURNAL)
Journal identifiersISSN: 0090-6905 • E-ISSN: 1573-6555
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10936-014-9309-3
PMID25056578
OpenAlexW25056578
LanguageEN
Citations received3
References cited44

This study aimed to explore the differences between Arabic-English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic-English bilingual children ranging 7-10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions

Database · Computer Science · Decision Support System Applications · Edcuational Technology Systems · Multimedia Learning Systems

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