Working memory structure in young Spanish–English bilingual children

IF 2.5 1区 文学 Q1 LINGUISTICS
Mary Alt, DeAnne R. Hunter, Roy Levy, Sarah Lynn Neiling, Kimberly Leon, Genesis D. Arizmendi, Nelson Cowan, Shelley Gray
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引用次数: 0

Abstract

Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical development, including 80 bilingual Spanish–English speakers and 167 monolingual English speakers in the United States, using a test battery for which structural equation models have been tested – the Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Results established measurement invariance across groups up to the level of scalar invariance.

西英双语儿童的工作记忆结构
工作记忆包括可在头脑中进行认知处理的有限的传入信息。迄今为止,我们对双语对工作记忆的影响知之甚少,因为在缺乏证据的情况下,工作记忆任务不能被假定为测量不同语言群体的相同结构。为了获得有关西班牙语和英语测量等效性的证据,我们使用结构方程模型已经过测试的测试电池--儿童综合评估电池--工作记忆(CABC-WM),对美国具有典型发育的二年级儿童进行了研究,其中包括 80 名讲西班牙语-英语的双语儿童和 167 名讲英语的单语儿童。结果表明,各组间的测量不变量达到了标度不变量的水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.90
自引率
16.70%
发文量
86
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