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Bilingualism and Cognition, Collin Baker
- 1. Chapter 7 Bilingualism and Cognition By: AnaZulianingrum
- 2. Introduction “If it werepossible for a child to live in two languages at once equally well, so much the worse. His intellectual and spiritual growth would not thereby be doubted, but halved. Unity of mind and character would have great difficulty in asserting itself in such circumstances” (Laurie, 1890:15)
- 3. Bilingualism and Intelligence Periodof Detrimental Effects Bilingual’s intellectual growth would not be doubted by being bilingual. IQ score compared, bilinguals were behind monolinguals. Bilinguals were mentally confused.(Saerr, 1923)
- 4. Problems of defining Intelligenceis relatively fixed and unlikely to be affected by becoming bilingual. IQ tests tend to relate a middle class, white, western view of intelligence.
- 5.
- 6. Measuring intelligence • IQadministered in English only • Test lg weakness and under performed Lg Testing • Simple average comparison • No significant differences Analysis • Simplistic classification • Incentive and imprecise manner Classification
- 7. Cont. • No generalization over samples •Convenience samples Generalization • Context circumstances • Subtractive Addictive Context • Two equal groups • Sociocultural, gender, environment Matched group
- 8. The period ofneutral effects No different conclusion in small number Highlights the inadequacies of early research ”Neutral” effects chronologically overlaps detrimental and additive periods
- 9. The period ofadditive effects New territory in 3 respects Research overcome many methodological deficiencies of detrimental effects Bilingualism need not have detrimental or neutral consequences Bilingualism is not a source of national intellectual inferiority.
- 10. Bilingualism and Brain,5 proportions: Balanced bilinguals will use right hemisphere more than monolinguals. SLA will involve the right hemisphere in Lg. processing As proficiency grows, right hemisphere will decrease Who acquire language naturally will use right hemisphere Late bilinguals will use right hemisphere
- 11. Bilingualism, divergent, and creativethinking Divergent thinking is investigated by asking questions “How many….” Creative thinking(North American) analyzes the answers to the “Uses of an Object” Fluency score in CT is the different acceptable answer Flexibility score is the number of different categories measured by references. Elaboration refers to the extent of extra detail that a person gives beyond the basic use of an object.
- 12. Major problems: 1. Somestudies fail to control adequately differences 2. Some studies have small samples 3. Some studies fail to define the level and degree of bilingualism 4. Not all studies find positive relationship 5. The term “Creativity” is defined in different ways
- 13. Bilingualism and metalinguistic awareness: Initialresearch Doyle “Bilinguals tend to be superior in their ability to relate stories and to express concepts within stories” Leopald “An effect apparently due to bilingualism” Worrall “Sound and meaning separation idea. No differences between mono and bilinguals in their choices”
- 14. Recent trends Recent trendshas been to look at the process rather than products of thinking Working within the information processing Memorization and language processing approaches in psychology
- 15. Bilingualism and communicative sensitivity Whatis communicative sensitivity? Bilinguals need to be aware of which language to speak in which situation Bilingual increases sensitivity to the social nature and communicative function of language
- 16. Field dependency and independency Descendingorder of scores of independence: 1. Proficient bilinguals 2. Partial bilinguals 3. Late language learners
- 17. Parts model ofintelligence • Adapting environment in which one is placed. Contextual subtheory • Intelligent behavior as variable depending on how much experience a person has of a situation Experiential Subtheory • Processes that underlie intelligent behavior Componentia l Subtheory
- 18. Limitation of findings •Research needs to match monolingual and bilingual groups on all variables • Cognitive advantages mostly focused on balanced bilinguals. • Cause and effect relationship must again be highlighted.