Is There a Bilingual Advantage in Working Memory Tasks?

• In Event: Poster Session 2
  In Poster Session: Using, Integrating, and Evaluating Information

Abstract

The study’s purpose was to examine the development of English and Spanish working memory components (the central executive, phonological loop, and visual-spatial sketchpad) within four groups of bilingual children: children proficient in two languages (additive bilingual), proficient in one language (English or Spanish dominant bilingual), and not proficient in either language (semilingual). The results found no memory advantage for additive bilinguals compared to dominant bilinguals. However, the results showed an advantage for the visual-spatial sketchpad. Additionally, a performance advantage for additive and dominant bilingual children occurred across time on latent measures of English and Spanish working memory and short-term memory when compared to semilingual children. Taken together, the findings suggest some advantage in the visual-spatial component of working memory processes.

Authors

• Milagros F. Kudo, University of California – Riverside

• H. Lee Swanson, University of California - Riverside