1951
DOI: 10.1111/j.2044-8317.1951.tb00300.x
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Bilingualism and Verbal Intelligence

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Cited by 28 publications
(13 citation statements)
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“…From an educational point of view, for example, some scholars have contended that bilingualism is a handicap to the cognitive development of the child (Jones and Stewart, 1951;MacNamara, 1967). Other scholars have, however, doomed this contention as misleading and groundless.…”
Section: Attitudes Towards CMmentioning
confidence: 99%
“…From an educational point of view, for example, some scholars have contended that bilingualism is a handicap to the cognitive development of the child (Jones and Stewart, 1951;MacNamara, 1967). Other scholars have, however, doomed this contention as misleading and groundless.…”
Section: Attitudes Towards CMmentioning
confidence: 99%
“…With a few exceptions that remained largely ignored (Arsenian, 1937; Hill, 1936; Pintner & Arsenian, 1937; Stark, 1940), the majority of early studies on bilingualism in children reported superior performance in monolingual children (review in Barac & Bialystok, 2011). This monolingual advantage was found on a range of tasks such as IQ tests (Graham, 1925; Jones & Stewart, 1951; Lewis, 1959; Saer, 1923; Wang, 1926), verbal intelligence (Darcy, 1953) arithmetic and reading achievement (Macnamara, 1966; Manuel, 1935). …”
mentioning
confidence: 93%
“…The choice between these two interpretations is made difficult by the scarcity of relevant and carefully conducted studies. On the whole, the literature supports the interpretation that bilingual programs have at worst a neutral effect and at best a positive one on dominant language learning (Modiano, 1973;Blanco, 1977;Doebler & Mardis, 1980-81), that the results are more likely to be positive if the teacher is from the same ethnic group (Modiano, 1973), that the average child needs two to three years of bilingual instruction, and that after that period the child should be placed for a time in another type of transitional class containing a mix of bilinguals and dominant language monolinguals (Krulik, 1978). Generally, this tends to support the second interpretation of the data, that differences between the experimental and control groups were important.…”
Section: Discussionmentioning
confidence: 99%
“…In assessing the relative effectiveness of different ESL programs, one should take into account at least age, ethnic background, prior acquaintance with the dominant language, social class, and the viability of the mother tongue in the ethnic local ethnic community (see the Del Rio study, reported in John & Horner, 1971; Jones & Stewart, 1951;Torrance et al, 1970;Tucker, 1977). Some inconsistent results-as, for instance, the debate whether or not bilingualism is detrimental to learning the dominant language-might be resolved if such factors were controlled for.…”
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confidence: 98%