Volume 10, Issue 3 (Summer 2022)
PCP 2022, 10(3): 185-192 |
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1- Department of Psychology, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
2- Research Center of Psychiatry and Bahavioral Sciences, Tabriz University of Medical Sciences, Tabriz, Iran.
3- Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran. , farhadghadiri17@yahoo.com
4- Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
2- Research Center of Psychiatry and Bahavioral Sciences, Tabriz University of Medical Sciences, Tabriz, Iran.
3- Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran. , farhadghadiri17@yahoo.com
4- Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
Abstract: (1843 Views)
Objective: This study aimed to compare the executive functions of bilingual and monolingual children.
Methods: We recruited 200 children, all under 5 years old, who participated in a cross-sectional study. These participants were separated into two groups based on their enrollment in a second language program. Group one consisted of children enrolled in a second language program (Mean±SD age: 9.86±2.69). Group two consisted of children who did not enroll in any second language program (Mean±SD age: 9.63±3.21). Participants’ executive functioning was assessed using the behavior rating inventory of executive function. The demographics and the socioeconomic status of all participants have been collected via parental reports.
Results: Bilingual children scored higher in the components of inhibition, shift of attention, emotional control, initiation, working memory, strategic planning, organization of materials, and monitoring. Also, their total score was higher compared to monolingual children.
Conclusion: Early exposure to a second language program during childhood enhances executive functions.
Methods: We recruited 200 children, all under 5 years old, who participated in a cross-sectional study. These participants were separated into two groups based on their enrollment in a second language program. Group one consisted of children enrolled in a second language program (Mean±SD age: 9.86±2.69). Group two consisted of children who did not enroll in any second language program (Mean±SD age: 9.63±3.21). Participants’ executive functioning was assessed using the behavior rating inventory of executive function. The demographics and the socioeconomic status of all participants have been collected via parental reports.
Results: Bilingual children scored higher in the components of inhibition, shift of attention, emotional control, initiation, working memory, strategic planning, organization of materials, and monitoring. Also, their total score was higher compared to monolingual children.
Conclusion: Early exposure to a second language program during childhood enhances executive functions.
Type of Study: Research |
Subject:
Cognitive behavioral
Received: 2022/02/8 | Accepted: 2022/07/23 | Published: 2022/07/24
Received: 2022/02/8 | Accepted: 2022/07/23 | Published: 2022/07/24
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