Shokoufeh Mousavi; Ali Asghar Kakojouybari
Volume 2, Issue 2 , March 2014, , Pages 25-37
Abstract
The current study aimed to understand the effect of bilingual social context on children's episodic memory. In bilingual group Total 27 children participated at 24, 30 and 36 months of age. In this approach the convenience sampling method adopted, and monolingual group matched with them. The memory skills ...
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The current study aimed to understand the effect of bilingual social context on children's episodic memory. In bilingual group Total 27 children participated at 24, 30 and 36 months of age. In this approach the convenience sampling method adopted, and monolingual group matched with them. The memory skills based upon elicited Imitation with action memory test, assessed in base line, immediate and delayed performance. The data synthesized using by variance analysis and tukey test. The data analysis revealed no significant differences between bilinguals and monolinguals. But in a broader extent the different genders show significant differences (i. e. girls gained higher scores). The base line, immediate and delayed performance resulted to significant difference. The immediate and delayed performance assessed to be better than base line performance. In this study children’s language skills were associated with performance immediately after modeling for both the actions and pairs measures of memory in the elicited imitation task. Accordingly, the current findings suggest that at least by 2 years of age, the language available to children is an important determinant of what gets into memory.
