Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation.

ABSTRACT: We examined the role of verbal mediation in planning performance of English-Spanish-speaking bilingual children and monolingual English-speaking children, between the ages of 9 and 12 years. To measure planning, children were administered the Tower of London (ToL) task. In a dual-task paradigm, children completed ToL problems under three conditions: with no secondary task (baseline), with articulatory suppression, and with non-verbal motor suppression. Analyses revealed generally shorter planning times for bilinguals than monolinguals but both groups performed similarly on number of moves and execution times. Additionally, bilingual children were more efficient at planning throughout the duration of the task while monolingual children showed significant gains with more practice. Children's

SUBMITTER: Gangopadhyay I 

PROVIDER: S-EPMC5861373 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature