Presentation coglab


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Presentation coglab

  1. 1. Christina Zhu
  2. 2. Outline Introduction of topic Bilingualism & Cognitive Load theory Past research indications Current research Method Participants Materials Procedures Results Discussion
  3. 3. 1 - Bilingualism Bilinguals are people who are capable of speaking, writing, and interpreting fluently in two languagesMy interest in this topic Many people who moves to another country must learn the language of that country. (Like me) New York is a melting pot that holds so many different ethnic groups, with many bilinguals. What are the basic advantages?
  4. 4. 2 - Cognitive Load theoryStates that our working memory holds limited capacity.The memory capacity used depends on the difficulty ofthat information. Consider…Complexity of information: High-Load task: tasks which are more complex, and requires more memory capacity, which leaves very little room for other memory processes Low-Load task: easier tasks, which requires less memory capacity, leaving memory with greater capacity
  5. 5. Past research Kaushanskaya and Marian (2009)They used English-Native Monolinguals and English-Spanish BilingualsCreated novel words for both groups to learn The novel words were given to participants by Auditory presentations of the non-word phonologies (Hearing) and Visual presentations of the non-word spellings (reading) (I.e., TUF, IGUF, EFIT)
  6. 6. Kaushanskaya and Marian (2009) Cont’dWhat they found:  Experience of bilinguals with Spanish facilitated novel-word learning From this experiment we can conclude that bilinguals have an advantage in learning and memorizing new language.
  7. 7. Past Research Findings
  8. 8. What led to my research… Many past research like base article has been done on Alphabet based novel words. But what about character based languages?
  9. 9. Current research addition of character-based language willproduce a problem in memory for only monolinguals, thisis because monolingual individuals will not be able tomanage such high cognitive load task as well as bilinguals
  10. 10. Current research Cont’dIV: Language abilities of the bilinguals and monolingualsDV: Amount of words & corresponding definitionsmemorizedParticipants: Local citizens of Binghamton. Bilinguals & Monolinguals Bilinguals: English-Italian and English-Spanish speakers Tested for their language ability prior to the experiment
  11. 11. Current research Cont’dMaterials: Chinese Presentation Matching Survey (CPMS) Word selection
  12. 12. Current research Cont’dProcedures:1) Instructed to pay full attention to the presentations on the screen & memorize2) Presentation includes Chinese word & definition3) Presentation will appear for eight seconds4) During visual display of stimuli, participants will also hear the pronunciation of the Chinese word from the loud speaker (Played twice)5) Fill out CPMS survey form6) Debriefed
  13. 13. ResultsThe results will be analyzed by a paired sample T-test Proposed Results will show: Bilinguals had higher portion of correct responses than monolinguals Past research supports: Van Aasche, Duyck, Hartsuiker, and Diependaele (2009) that bilinguals possess a highly integrated processing system that reaches across languages, this means that bilinguals have hold a functioning system that helps them learn language regardless of what the language is
  14. 14. Implications What this means: Indicates that bilinguals did overcome the high cognitive load memory task, and bilinguals memory for language is better even if the language is character- based Being bilingual gives the advantages to not only memorize alphabet based languages better, but can also overcome the complexity of character based languages as well