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Cognitive and Linguistic Predictors of Language Control in Bilingual Children
Megan C Gross1, Margarita Kaushanskaya2
1Department of Communication Disorders, University of Massachusetts Amherst, Amherst, MA, United States.
Frontiers in Psychology
|June 9, 2020
Summary
Bilingual children
Area of Science:
- Developmental Psychology
- Bilingualism
- Cognitive Science
Background:
- Bilingual children need language control to manage communication.
- Previous research focused on linguistic skills for children and cognitive control for adults.
Purpose of the Study:
- To investigate the impact of language ability and cognitive control on language control in young bilingual children.
- To examine how these factors influence code-switching in different contexts.
Main Methods:
- Employed a scripted confederate dialogue paradigm with Spanish/English bilingual children (4-6 years old).
- Assessed language control through interactions with monolingual partners in single- and dual-language contexts.
- Measured cognitive control using the Dimensional Change Card Sort (DCCS).
Main Results:
- Children with lower language skills produced more language errors.
- Cognitive control influenced children's adaptation to the dual-language context.
- Language ability was a primary factor in language control, while cognitive control played a secondary role.
Conclusions:
- Effective language control in bilingual children involves both linguistic and cognitive factors.
- Language ability is the most significant factor limiting language control.
- Cognitive control is important for adapting to complex dual-language environments.
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