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Executive Functions and Language: Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School
Sophia Czapka1,2, Annegret Klassert1,3, Julia Festman1,4
1Research Group: Diversity and Inclusion, Human Sciences Faculty, University of Potsdam, Potsdam, Germany.
Frontiers in Psychology
|February 23, 2019
Summary
Multilingual children’s spelling relies more on German lexicon size than executive functions (EFs). Monolinguals utilize EFs for spelling, while multilinguals’ spelling depends on language skills, with inhibition being key for them.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- Executive functions (EFs) and language skills are crucial for spelling acquisition.
- Multilingualism may influence EFs (bilingual advantage) and language skills (lexicon size, phonological awareness).
- German multilinguals may exhibit poorer German proficiency, impacting language-based tasks.
Purpose of the Study:
- To investigate the role of EFs and language skills in spelling for monolingual vs. multilingual primary school children.
- To differentiate spelling based on lexical knowledge (word spelling) versus non-lexical strategies (non-word spelling).
- To explore how multilingualism modulates the relationship between EFs, language skills, and spelling performance.
Main Methods:
- Compared spelling, executive function (inhibition, switching, working memory), phonological awareness, lexicon size, and intelligence in monolingual and multilingual third graders in Germany.
- Utilized word spelling and non-word spelling tasks to assess lexical and non-lexical spelling strategies.
- Employed regression analyses to determine predictors of spelling performance for each group.
Main Results:
- No significant differences between groups on non-word spelling, phonological awareness, intelligence, short-term memory, or most EF tasks.
- Multilinguals performed significantly worse on German lexicon size and word spelling tasks.
- Inhibition was a significant predictor of spelling for multilinguals, while switching predicted word spelling in monolinguals and non-word spelling in both groups.
Conclusions:
- Language-related skills (phonological awareness, short-term memory, lexicon size) are primary predictors of spelling for both monolinguals and multilinguals.
- Monolinguals may leverage EFs more effectively in spelling due to potentially stronger language foundations.
- For multilinguals, German lexicon size is more critical for word spelling than EFs, suggesting EFs might play a role at later developmental stages.
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