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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 10 of 10 1 Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language ... Maragkaki, Ilektra. - : Université de Genève, 2021 BASE Show details 2 Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language Maragkaki, Ilektra. - : Université de Genève, 2021 BASE Show details 3 Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study Bradley, Noah Jason Ward. - 2019 BASE Show details 4 How subject animacy constrains motion event descriptions: Evidence from sequential and simultaneous bilinguals in French and English Antonijević, Stanislava; Berthaud, Sarah. - : John Benjamins Publishing, 2018 BASE Show details 5 The Lexical Development of Canadian-Born Romanian L1 Bilingual Kindergarteners Maria Claudia Petrescu; Rena Helms-Park In: Languages ; Volume 3 ; Issue 3 (2018) BASE Show details 6 Do Adult Simultaneous Bilinguals Outperform Adult Sequential Billinguals in Simulated Experimental Bi-Directional Simultaneous Interpreting Tasks? MOORE, ALISON LINDSEY. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2018 BASE Show details 7 Language performance of sequential bilinguals on an Irish and English sentence repetition task Ní Chonghaile, Íde; Antonijevic, Stanislava; Durham, Ruth. - : John Benjamins Publishing, 2017 BASE Show details 8 Ventaja bilingüe en el reconocimiento de emociones y teoría de la mente ; Bilingualism: Advantage in Emotion Recognition and Theory of Mind Pérez-Hernández, E.; Lozano, I.; Aragón, M.; Casadiegos, E.; Frutos, J. de. - : Asociación Científica de Psicología y Educación (ACIPE), 2016 Abstract: Introducción: Numerosas investigaciones han demostrado que el bilingüismo simultáneo puede tener ventajas cognitivas en el desarrollo, sin embargo no se conoce qué implicaciones puede tener en aspectos más emociones o relacionales. Objetivo: Conocer si el aprendizaje de L2 ya sea en bilingües simultáneos como secuenciales, tiene beneficios en el reconocimiento de emociones y teoría de la mente. Método: Un total de 78 niños participaron: 30 monolingües (15 niñas); 18 estudiantes que acuden a un colegio con sistema bilingüe 50%(secuenciales) (9 niñas) y 30 bilingües simultáneos (padre o madre) que asisten a un centro con un sistema bilingüe de inmersión (12 niñas). Todos los participantes cursaban 2º de primaria. La edad media fue de 7,6 años (± 0,48). No existieron diferencias entre los grupos en el rendimiento de una tarea de razonamiento no verbal (RAVEN). Se aplicó una tarea de reconocimiento de emociones y dos de teoría de la mente, ambas de la batería neuropsicológica NEPSY-II. Resultados: Se realizó un ANOVA entre grupos y se realizaron comparaciones múltiples de Bonferroni. Se encontraron diferencias significativas en el número de aciertos en la tarea de reconocimiento de emociones a favor de los alumnos del sistema bilingüe 50% (secuenciales) en comparación con el grupo monolingüe (F[2,77] =3,573; p=.033). En la tarea verbal de teoría de la mente se encontraron diferencias a favor de los grupos bilingües en comparación con el monolingüe (F[2,77] =9,472; p=.000). Sin embargo no se encontraron diferencias en la tarea de teoría de la mente contextual. Conclusiones: El aprendizaje de L2 no solo ofrece ventajas cognitivas sino que la práctica que supone alternar la cultura propia con la asociada a L2, influyen favorablemente en la capacidad de atribuir pensamientos e intenciones a otras personas, así como identificar emociones faciales similares. ; Introduction: Numerous studies have shown that simultaneous bilingualism can have cognitive advantages in development; however more children should participate to shed light on the implications on emotional or relational aspects. Objective: To know if L2 learning, in simultaneous and sequential bilingual students, has benefits on recognizing emotions and theory of mind. Method: A total of 78 children participated. There were 30 monolingual (15 girls); 18 students attending a bilingual school system 50% (sequential) (9 girls) and 30 simultaneous bilingual students who attend a school with a bilingual immersion system, (12 girls). All participants attended 2nd grade, with a mean age of 7,6 years old (±0,48). There were no differences between the groups in their performance of a non-verbal reasoning task (Raven). Two tasks (emotion recognition and theory of mind) from neuropsychological battery NEPSY-II were applied. Results: There was an ANOVA performed between the groups and multiple Bonferroni comparisons were made. There were significant differences in the results of the emotion recognition task between sequential bilingual and the monolingual group (p = .033 F [2,77] = 3,573) in favor of sequential children. The difference was significant in verbal theory of mind task (p = .000 F [2,77] = 9,472). However, no differences were found in the contextual theory of mind task. Conclusions: L2 learning not only provides cognitive advantages, but also has the ability to attribute thoughts and intentions to others and identify similar facial emotions due to the alternation of their own culture with the one associated with L2. Keyword: Bilingüismo secuencial; Bilingüismo simultáneo; Recognition of emotions; Reconocimiento de emociones; Sequential bilingualism; Simultaneous bilingualism; Teoría de la mente; Theory of mind URL: http://hdl.handle.net/10045/64236 BASE Hide details 9 Language difference and disorder in early sequential bilingual children Hemsley, Gayle. - : The University of Queensland, School of Medicine, 2015 BASE Show details 10 Performance Phenomena in Simultaneous and Sequential Bilinguals: a Case Study of Two Chilean Bilingual Children David Goodman In: Literatura y Lingüística, Iss 18, Pp 219-232132 (2007) (2007) BASE Show details

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