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Bilingualism effects in pronoun comprehension: Evidence from children with autism
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The Impact of Primary Progressive Aphasia on Picture Naming and General Language Ability
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Bilingual acquisition of reference: The role of language experience, executive functions and cross-linguistic effects
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Interference Resolution in Nonfluent Variant Primary Progressive Aphasia: Evidence From a Picture-Word Interference Task
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Cognitive Mechanisms of Monolingual and Bilingual Children in Monoliterate Educational Settings: Evidence From Sentence Repetition
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Abstract:
Sentence repetition (SR) tasks have been extensively employed to assess bilingual children's linguistic and cognitive resources. The present study examined whether monoliterate bilingual children differ from their monolingual (and monoliterate) peers in SR accuracy and cognitive tasks, and investigated links between vocabulary, updating, verbal and visuospatial working memory and SR performance in the same children. Participants were two groups of 35 children, 8-12 years of age: one group consisted of Albanian-Greek monoliterate bilingual children and the other of Greek monolingual children attending a monolingual-Greek educational setting. The findings demonstrate that the two groups performed similarly in the grammaticality scores of the SR. However, monolinguals outperformed the monoliterate bilinguals in SR accuracy, as well as in the visuospatial working memory and updating tasks. The findings did not indicate any bilingual advantage in cognitive performance. The results also demonstrate that updating and visuospatial working memory significantly predicted monolingual children's SR accuracy scores, whereas Greek vocabulary predicted the performance of our monoliterate bilingual children in the same task. We attribute this outcome to the fact that monoliterate bilingual children do not rely on their fluid cognitive resources to perform the task, but instead rely on language proficiency (indicated by expressive vocabulary) while performing the SR.
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Keyword:
ddc:no
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URL: https://kups.ub.uni-koeln.de/58612/
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Aspectual distinctions in the narratives of bilingual children
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Syntactic and Story Structure Complexity in the Narratives of High- and Low-Language Ability Children with Autism Spectrum Disorder
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Object Clitic production in monolingual and bilingual children with Specific Language Impairment A comparison between elicited production and narratives
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