Cognitive psycholog
Nadia Khoshkhooy; Moslem kord; Majid Saffarinia; Anahita Veisi; Zahra Nikmanesh
Abstract
Introduction: The purpose of this research was a comparison of emotional working memory capacity in monolingual (Persian) and bilingual (Armenian-Persian) girls aged 7 to 9 years and 11 months and 29 days. Method: The statistical population of the current study included elementary school girls aged 7 ...
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Introduction: The purpose of this research was a comparison of emotional working memory capacity in monolingual (Persian) and bilingual (Armenian-Persian) girls aged 7 to 9 years and 11 months and 29 days. Method: The statistical population of the current study included elementary school girls aged 7 to 9 years and 11 months and 29 days in the second semester of the 1401-1402 school in Tehran. The statistical sample included 30 monolingual students (Persian) and 30 bilingual students (Armenian-Persian) who were selected among the first to third- grade students of public schools and the available sampling method. In this research, the information was processed by children's emotional working memory capacity test and number capacity test (reading forward and reverse digits). The data were analyzed by the Kolmogorov Smirnov, the Independent Samples test to compare two groups and logistic regression in IBM SPSS STATISTICS21 software. Findings: The results showed that there is a significant difference between monolingual and bilingual children in the age groups between 7 years and 6 months and 8 years and 11 months and 29 days (p<0.05), but no significant difference was observed in the other age groups (p>0.05). Also, the aging (by one unit) reduces by about 80.5% in the difference between the scores of monolingual and bilingual people (p>0.01). Conclusion: According to the obtained results, it can be concluded that bilingualism is more effective than monolingualism in the capacity of emotional working memory and cognitive-emotional functions of children, and it should be taken into account in educational and business planning.
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.
