Verbal working memory in bilingual children.
The present study compared the performance of 44 Latino children on the Competing Language Processing Task (CLPT; C. Gaulin and T. Campbell, 1994) and the Dual Processing Comprehension Task (DPCT; S. Ellis Weismer, 1996). First, it was of interest to know if there were significant differences between children with and without bilingual proficiency on processing tasks that were assumed to require limited vocabulary knowledge. The second goal of this research was to determine whether there were cross-linguistic differences in verbal working memory by examining performance within bilinguals and between children with limited proficiency in a second language. The performance of the participating children was also examined in the context of research with other English-speaking groups. Finally, given that the CLPT and the DPCT may differ in their processing demands (from a relative focus on storage to one of attention inhibition or resistance to interference), it was important to know the extent to which these tasks were related or involved similar cognitive-linguistic operations. Results revealed shared processing skills as well as differences related to individual attainments in bilingual acquisition.
Gutiérrez-Clellen
Vera F
VF
School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA 92182-1518, USA. vclellen@mail.sdsu.edu
Calderón
Janet
J
Ellis Weismer
Susan
S
D002648:Child; D003071:Cognition; D005260:Female; D006801:Humans; D007802:Language; D007807:Language Tests; D008297:Male; D008568:Memory / Q000502:physiology*; D019303:Multilingualism; D014825:Vocabulary