Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners.

Kim, Young‐Suk Grace; Wolters, Alissa; Mercado, Janet; Quinn, Jamie

doi:10.1037/edu0000516

Cited by 10 publications

(7 citation statements)

References 61 publications

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“…However, our review found that only 34% of the studies detailed the sociolinguistic contexts in which bilingualism occurred, similar to the percentage reported by Surrain and Luk (2019) with studies not limited to ToM. Several recent papers in the database did not characterize the language experience in detail Gasiorek et al, 2022;Kim et al, 2021;Stegall-Rodriguez et al, 2021). The heterogeneity in qualifiers of bilinguals makes interpreting the results from group comparisons difficult.…”

Section: Sociolinguistic Contexts and Multilingual Characterizationsupporting

confidence: 51%

“…Kovács (2009) defined bilinguals by using daily exposure to both languages with no specific cut-off point. Further, 7 studies (13%) did not specify how they differentiated monolinguals and bilinguals (see Kobayashi et al, 2006Kobayashi et al, , 2007Kobayashi et al, , 2008. One study determined bilinguals archaically with cultural/ethnic identity: either Vietnamese-American or Spanish-American (Gorrell et al, 1982).…”

Section: Bilingual Characterizationmentioning

confidence: 99%

“…We are not indicating that all studies should include as many ToM measurements as possible. Although we saw four cases where a singular task included several types of ToM (e.g., Banasik & Podsiadło, 2016), these tasks have been mainly some form of standardized testing such as the Theory of Mind Inventory-2 (ToMI-2; Hutchins et al, 2012) used by Kim et al (2021). These measurements are also limited in scope and might be normed to linguistically homogeneous samples or may not apply to adult populations.…”

Section: Clarifying the Types Of Tommentioning

confidence: 99%

“…Another area of concern we observed was the matching of modalities. To illustrate, consider the three studies that used questionnaires instead of tasks: Barber et al (2021) used a subtest from NEPSY-II, Tarighat and Krott (2021) used the Interpersonal Reactivity Index (IRI; Davis, 1980), and Kim et al (2021) used the Theory of Mind Inventory-2. Barber et al (2021) assessed reading abilities as their study focused on language comprehension.…”

Section: Tom Task Administration and Response Modalitiesmentioning

confidence: 99%

See 3 more Smart Citations

Assessing Theory of Mind in bilinguals: A scoping review on tasks and study designs

Feng¹,

Cho²,

Luk³

2023

Bilingualism

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Previous developmental studies reported bilinguals’ Theory of Mind (ToM; the ability to take on another's perspective) develops differently than monolinguals. We conducted a scoping review to evaluate how researchers assess bilinguals’ ToM and whether they characterize bilinguals’ lived experiences. We analyzed 53 publications examining ToM in bilinguals, with most papers studying children (n = 42; 79%). We identified 96 different tasks used across these 53 papers. The most common are 46 (48%) cases of the false-belief task, a cognitive-focused task using story vignettes. Few tasks target other types of ToM, such as ToM in social settings or taking others’ emotional perspectives. Furthermore, only half of the papers reported language history (n = 28, 53%) and exposure (n = 25, 47%), limiting the inferrability of ToM and language experiences. Expanding how we study ToM in bilinguals will improve our understanding of the intersection of bilingualism and ToM.

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Section: Sociolinguistic Contexts and Multilingual Characterizationsupporting

confidence: 51%

Section: Bilingual Characterizationmentioning

confidence: 99%

Section: Clarifying the Types Of Tommentioning

confidence: 99%

Section: Tom Task Administration and Response Modalitiesmentioning

confidence: 99%

See 2 more Smart Citations

Assessing Theory of Mind in bilinguals: A scoping review on tasks and study designs

Feng¹,

Cho²,

Luk³

2023

Bilingualism

View full text Add to dashboard Cite

show abstract

“…However, our review found that only 34% of the studies detailed the sociolinguistic contexts in which bilingualism occurred, similar to the percentage reported by Surrain and Luk (2019) with studies not limited to ToM. Several recent papers in the database did not characterize the language experience in detail (e.g., Kim et al, 2021;Stegall-Rodriguez et al, 2021;Gasiorek et al, 2022). The heterogeneity in qualifiers of bilinguals makes interpreting the results from group comparisons difficult.…”

Section: Sociolinguistic Contexts and Multilingual Characterizationmentioning

confidence: 48%

Assessing Theory of Mind in Bilinguals: A Scoping Review on Tasks and Study Designs

Feng¹,

Cho²,

Luk³

2023

Preprint

View full text Add to dashboard Cite

Previous developmental studies reported bilinguals’ Theory of Mind (ToM; the ability to take on another’s perspective) develops differently than monolinguals. We conducted a scoping review to evaluate how researchers assess bilinguals’ ToM and whether they characterize bilinguals’ lived experiences. We analyzed 53 publications examining ToM in bilinguals, with most papers studying children (n = 42; 79%) instead of adults. We identified 96 different tasks used across these 53 papers. The most common are 46 (48%) cases of the false-belief task, a cognitive-focused task using story vignettes. Few tasks target other types of ToM, such as ToM in social settings or taking others’ emotional perspectives. Furthermore, only half of the papers reported language history (n = 28, 53%) and exposure (n = 25, 47%), limiting the inferrability of ToM and language experiences. Expanding how we study ToM in bilinguals will improve our understanding of the intersection of bilingualism and ToM.

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Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1

Kim

2024

Reading Research Quarterly

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We examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.

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Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners.

Cited by 10 publications

References 61 publications

Assessing Theory of Mind in bilinguals: A scoping review on tasks and study designs

Assessing Theory of Mind in bilinguals: A scoping review on tasks and study designs

Assessing Theory of Mind in Bilinguals: A Scoping Review on Tasks and Study Designs

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1

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