Verbal Working Memory and Short-Term Memory: Bilingual Versus Monolingual Children

• In Event: Language and Literacy Practices

Abstract

The researchers designed to examine the impact of L2 learning on phonological short-term and working memory development by performing tasks measuring phonological working memory and short-term memory and L1 linguistic skills in a group of bilinguals and monolinguals. The findings reflected that bilingual students outperformed their monolingual peers once the bilinguals’ performance with monolinguals was compared to all possible variables. The study results support the hypothesis that intensive and early exposure to an L2 may increase verbal working memory and verbal short-term memory abilities in sequential bilingual children while not decreasing their linguistic performance in L1.

Author

• Burhan Ozfidan, Florida Gulf Coast University
  Presenting Author