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Bilingualism and cognitive development in relation to threshold theory.

L A Ricciardelli1

  • 1Charles Sturt University-Mitchell, Bathurst, New South Wales, Australia.

Journal of Psycholinguistic Research
|July 1, 1992
PubMed
Summary

Bilingual children may only show cognitive benefits if they reach a high level of proficiency in both languages, according to threshold theory. Lower proficiency levels did not demonstrate this bilingual advantage.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Bilingualism's impact on cognitive development is a key area of research.
  • Threshold theory suggests specific proficiency levels are necessary for bilingual cognitive advantages.
  • Previous models, like Bialystok's, offer frameworks for understanding these effects.

Purpose of the Study:

  • To investigate the relationship between bilingualism and cognitive development.
  • To test the predictions of threshold theory regarding bilingual cognitive benefits.
  • To examine how different degrees of bilingualism influence cognitive outcomes.

Main Methods:

  • The study assessed cognitive development in bilingual children.
  • Children's proficiency levels in both languages were evaluated.

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  • Cognitive performance was compared across different bilingual proficiency groups.

    • Main Results:

    • Bilingual children with high proficiency in both languages exhibited cognitive superiority.
    • Children with lower degrees of bilingualism did not show a significant cognitive advantage.
    • Findings align with the predictions of threshold theory.

    Conclusions:

    • High levels of bilingual proficiency are crucial for cognitive benefits.
    • Threshold theory provides a valid framework for understanding bilingual cognitive development.
    • Results contribute to models like Bialystok's by specifying the role of proficiency levels.