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Cognitive processes that underlie mathematically gifted emergent bilinguals
H Lee Swanson1, Jennifer E Kong2, Catherine M Lussier3
1Educational Psychology, University of California, Riverside, Riverside, CA 92521, USA; Educational Psychology, University of New Mexico, Albuquerque, NM 87131, USA.
Journal of Experimental Child Psychology
|December 23, 2023
Summary
Cognitive measures like estimation and working memory in a second language (L2) help identify mathematically gifted emerging bilingual students. Problem-solving in their first language (L1) is also a key predictor.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Linguistics
Background:
- Identifying mathematically gifted students who are emerging bilinguals presents unique challenges.
- Standard cognitive assessments may not fully capture the abilities of students learning in a second language.
- Understanding the role of cognitive measures in both first (L1) and second (L2) languages is crucial.
Purpose of the Study:
- To identify specific cognitive measures that improve the identification of mathematically gifted emerging bilingual students.
- To compare the predictive power of cognitive and academic measures in L1 and L2 for giftedness.
Main Methods:
- Administered a battery of math, vocabulary, reading, and cognitive tests (short-term memory, inhibition, working memory) to elementary students (Grades 1-3) in their L1 (Spanish) and L2 (English).
- Employed multilevel polytomous logistic modeling to compare gifted students with average and low math achievers.
- Analyzed cognitive parameters in both languages to determine unique predictors of mathematical giftedness.
Main Results:
- Estimation and working memory in L2, along with L1 problem-solving, were significant unique predictors for identifying gifted students compared to average achievers.
- L2 parameters like magnitude judgment and English reading ability were associated with identifying students with low math computation skills.
- Results suggest a multidimensional approach is needed, integrating domain-specific skills and general cognitive processes for accurate identification.
Conclusions:
- Cognitive measures in the second language, particularly estimation and working memory, are vital for identifying mathematically gifted emerging bilinguals.
- Integrating L1 and L2 cognitive assessments provides a more comprehensive understanding of giftedness in bilingual learners.
- The findings support a multidimensional model for identifying giftedness across different language proficiencies.
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