title: Working memory in multilingual children: is there a bilingual effect?
abstract: This research investigates whether early childhood bilingualism affects working memory performance in 6- to 8-year-olds, followed over a longitudinal period of 3 years. The study tests the hypothesis that bilinguals might exhibit more efficient working memory abilities than monolinguals, potentially via the opportunity a bilingual environment provides to train cognitive control by combating interference and intrusions from the non-target language. A total of 44 bilingual and monolingual children, matched on age, sex, and socioeconomic status, completed assessments of working memory (simple span and complex span tasks), fluid intelligence, and language (vocabulary and syntax). The data showed that the monolinguals performed significantly better on the language measures across the years, whereas no language group effect emerged on the working memory and fluid intelligence tasks after verbal abilities were considered. The study suggests that the need to manage several language systems in the bilingual mind has an impact on children's language skills while having little effects on the development of working memory.
authors.affiliation: EMACS Research Unit, University of Luxembourg, Walferdange, Luxembourg. pascale.engel@uni.lu
authors.forename: Pascale M J
authors.initials: PM
authors.lastname: Engel de Abreu
mesh_terms: D000367:Age Factors; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007361:Intelligence Tests / Q000706:statistics & numerical data; D007807:Language Tests / Q000706:statistics & numerical data; D008137:Longitudinal Studies; D008297:Male; D008570:Memory, Short-Term; D019303:Multilingualism