Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children
Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested th...
Ausführliche Beschreibung
Autor*in: |
Abdelgafar, Ghada Mohammed [verfasserIn] Moawad, Ruba AbdelMatloub [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2014 |
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Schlagwörter: |
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Übergeordnetes Werk: |
Enthalten in: Journal of psycholinguistic research - New York, NY [u.a.] : Springer Science + Business Media B.V., 1971, 44(2014), 5 vom: 24. Juli, Seite 651-667 |
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Übergeordnetes Werk: |
volume:44 ; year:2014 ; number:5 ; day:24 ; month:07 ; pages:651-667 |
Links: |
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DOI / URN: |
10.1007/s10936-014-9309-3 |
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Katalog-ID: |
SPR014772817 |
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10.1007/s10936-014-9309-3 doi (DE-627)SPR014772817 (SPR)s10936-014-9309-3-e DE-627 ger DE-627 rakwb eng 150 400 ASE 17.30 bkl 18.00 bkl Abdelgafar, Ghada Mohammed verfasserin aut Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions. Bilingualism (dpeaa)DE-He213 Arabic–English bilinguals (dpeaa)DE-He213 Executive functions (dpeaa)DE-He213 Bilinguals (dpeaa)DE-He213 Monolinguals (dpeaa)DE-He213 Moawad, Ruba AbdelMatloub verfasserin aut Enthalten in Journal of psycholinguistic research New York, NY [u.a.] : Springer Science + Business Media B.V., 1971 44(2014), 5 vom: 24. Juli, Seite 651-667 (DE-627)320577899 (DE-600)2017227-8 1573-6555 nnns volume:44 year:2014 number:5 day:24 month:07 pages:651-667 https://dx.doi.org/10.1007/s10936-014-9309-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 17.30 ASE 18.00 ASE AR 44 2014 5 24 07 651-667 |
spelling |
10.1007/s10936-014-9309-3 doi (DE-627)SPR014772817 (SPR)s10936-014-9309-3-e DE-627 ger DE-627 rakwb eng 150 400 ASE 17.30 bkl 18.00 bkl Abdelgafar, Ghada Mohammed verfasserin aut Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions. Bilingualism (dpeaa)DE-He213 Arabic–English bilinguals (dpeaa)DE-He213 Executive functions (dpeaa)DE-He213 Bilinguals (dpeaa)DE-He213 Monolinguals (dpeaa)DE-He213 Moawad, Ruba AbdelMatloub verfasserin aut Enthalten in Journal of psycholinguistic research New York, NY [u.a.] : Springer Science + Business Media B.V., 1971 44(2014), 5 vom: 24. Juli, Seite 651-667 (DE-627)320577899 (DE-600)2017227-8 1573-6555 nnns volume:44 year:2014 number:5 day:24 month:07 pages:651-667 https://dx.doi.org/10.1007/s10936-014-9309-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 17.30 ASE 18.00 ASE AR 44 2014 5 24 07 651-667 |
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10.1007/s10936-014-9309-3 doi (DE-627)SPR014772817 (SPR)s10936-014-9309-3-e DE-627 ger DE-627 rakwb eng 150 400 ASE 17.30 bkl 18.00 bkl Abdelgafar, Ghada Mohammed verfasserin aut Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions. Bilingualism (dpeaa)DE-He213 Arabic–English bilinguals (dpeaa)DE-He213 Executive functions (dpeaa)DE-He213 Bilinguals (dpeaa)DE-He213 Monolinguals (dpeaa)DE-He213 Moawad, Ruba AbdelMatloub verfasserin aut Enthalten in Journal of psycholinguistic research New York, NY [u.a.] : Springer Science + Business Media B.V., 1971 44(2014), 5 vom: 24. Juli, Seite 651-667 (DE-627)320577899 (DE-600)2017227-8 1573-6555 nnns volume:44 year:2014 number:5 day:24 month:07 pages:651-667 https://dx.doi.org/10.1007/s10936-014-9309-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 17.30 ASE 18.00 ASE AR 44 2014 5 24 07 651-667 |
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10.1007/s10936-014-9309-3 doi (DE-627)SPR014772817 (SPR)s10936-014-9309-3-e DE-627 ger DE-627 rakwb eng 150 400 ASE 17.30 bkl 18.00 bkl Abdelgafar, Ghada Mohammed verfasserin aut Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions. Bilingualism (dpeaa)DE-He213 Arabic–English bilinguals (dpeaa)DE-He213 Executive functions (dpeaa)DE-He213 Bilinguals (dpeaa)DE-He213 Monolinguals (dpeaa)DE-He213 Moawad, Ruba AbdelMatloub verfasserin aut Enthalten in Journal of psycholinguistic research New York, NY [u.a.] : Springer Science + Business Media B.V., 1971 44(2014), 5 vom: 24. Juli, Seite 651-667 (DE-627)320577899 (DE-600)2017227-8 1573-6555 nnns volume:44 year:2014 number:5 day:24 month:07 pages:651-667 https://dx.doi.org/10.1007/s10936-014-9309-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 17.30 ASE 18.00 ASE AR 44 2014 5 24 07 651-667 |
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10.1007/s10936-014-9309-3 doi (DE-627)SPR014772817 (SPR)s10936-014-9309-3-e DE-627 ger DE-627 rakwb eng 150 400 ASE 17.30 bkl 18.00 bkl Abdelgafar, Ghada Mohammed verfasserin aut Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions. Bilingualism (dpeaa)DE-He213 Arabic–English bilinguals (dpeaa)DE-He213 Executive functions (dpeaa)DE-He213 Bilinguals (dpeaa)DE-He213 Monolinguals (dpeaa)DE-He213 Moawad, Ruba AbdelMatloub verfasserin aut Enthalten in Journal of psycholinguistic research New York, NY [u.a.] : Springer Science + Business Media B.V., 1971 44(2014), 5 vom: 24. Juli, Seite 651-667 (DE-627)320577899 (DE-600)2017227-8 1573-6555 nnns volume:44 year:2014 number:5 day:24 month:07 pages:651-667 https://dx.doi.org/10.1007/s10936-014-9309-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 17.30 ASE 18.00 ASE AR 44 2014 5 24 07 651-667 |
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Abdelgafar, Ghada Mohammed @@aut@@ Moawad, Ruba AbdelMatloub @@aut@@ |
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Abdelgafar, Ghada Mohammed |
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Abdelgafar, Ghada Mohammed ddc 150 bkl 17.30 bkl 18.00 misc Bilingualism misc Arabic–English bilinguals misc Executive functions misc Bilinguals misc Monolinguals Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children |
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150 400 ASE 17.30 bkl 18.00 bkl Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children Bilingualism (dpeaa)DE-He213 Arabic–English bilinguals (dpeaa)DE-He213 Executive functions (dpeaa)DE-He213 Bilinguals (dpeaa)DE-He213 Monolinguals (dpeaa)DE-He213 |
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Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children |
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Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children |
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executive function differences between bilingual arabic–english and monolingual arabic children |
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Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children |
abstract |
Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions. |
abstractGer |
Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions. |
abstract_unstemmed |
Abstract This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions. |
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5 |
title_short |
Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children |
url |
https://dx.doi.org/10.1007/s10936-014-9309-3 |
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author2 |
Moawad, Ruba AbdelMatloub |
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Moawad, Ruba AbdelMatloub |
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doi_str |
10.1007/s10936-014-9309-3 |
up_date |
2024-07-04T03:00:43.539Z |
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score |
7.399276 |