Math and Memory in Bilingual Preschoolers: The Relations Between Bilingualism, Working Memory, and Numerical Knowledge

Daubert, Emily N.; Ramani, Geetha B.

doi:10.1080/15248372.2019.1565536

Cited by 22 publications

(27 citation statements)

References 54 publications

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“…The results showed that balanced bilingualism is associated with the development of creativity in children's problem-solving skills. These findings were consistent with a previous study conducted in a similar context, the results of which indicated that early bilingualism had a positive impact on children's general and mathematical creativity (Daubert & Ramani, 2019). Furthermore, there are research studies that have documented the positive effects of bilingualism on children's social development.…”

Section: Literature Reviewsupporting

confidence: 92%

How and Why Bilingualism is Being Promoted by Omani Parents and How Bilingualism is Impacting their Children’s Everyday Lives

Tekin

Al-Salmi

2019

IJLTER

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Expectations of the globalized society and changes in family dynamics have a significant impact on children's development as supported by the Ecological Systems Theory. Parents have become more interested in raising their children as bilinguals as it has become an inescapable trend, particularly in certain regions of the world. Children of the Gulf are also affected by this bilingualism movement. Therefore, this study attempts to understand the bilingual children of the Gulf in the case of Oman by addressing three major research questions: (1) "why and how bilingualism is being promoted by parents", (2) "how bilingualism is impacting on the intergenerational relationships in the Gulf family", and (3) "how bilingualism is impacting Gulf children's everyday lives". Participants were ten parents whose children were enrolled at a bilingual education program at Sultan Qaboos University (SQU). The data was collected through interviews and the case study approach was deployed in data analysis. Findings were revealed about why and how parents promote bilingualism, to what extent the bilingualism impact on the intergenerational relations, and the effects of bilingualism on children's everyday lives. Implications and recommendations for policy, practice, and research are offered.

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Section: Literature Reviewsupporting

confidence: 92%

How and Why Bilingualism is Being Promoted by Omani Parents and How Bilingualism is Impacting their Children’s Everyday Lives

Tekin

Al-Salmi

2019

IJLTER

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“…It is possible that switching back and forth between languages helps children learn to control their attention and ignore irrelevant information, both of which are important skills for math learning (Bialystok, 2009(Bialystok, , 2011Bialystok & Martin, 2004;Emmorey et al, 2008;Poulin-Dubois et al, 2011;but see Goldman et al, 2014 for a contrasting result). Similarly, (Daubert & Ramani, 2019) found that bilingual preschoolers showed higher non-verbal working memory skills compared to a sample of monolingual preschoolers after controlling for family socioeconomic status. Over time, greater working memory skills might allow bilingual learners to better hold and manipulate relevant information in mind while solving math problems (Bull & Lee, 2014;Geary & Hoard, 2005).…”

Section: The Real Preschoolers Of Orange Countymentioning

confidence: 87%

The real preschoolers of Orange County: Early number learning in a diverse group of children

Sarnecka¹,

Negen²,

Scalise³

et al. 2021

Preprint

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The authors assessed a battery of number skills in a sample of over 500 preschoolers, including bothmonolingual and bilingual/multilingual learners from households at a range of socio-economic levels.Receptive vocabulary was measured in English for all children, and also in Spanish for those who spoke it.The first goal of the study was to describe entailment relations among numeracy skills: Findings indicatedthat transitive and intransitive counting were jointly required for understanding cardinality; that cardinalityand knowledge of written number symbols were both required for using number lines. The study’s secondgoal was to describe relations between symbolic numeracy and language context (i.e., monolingual vs.bilingual contexts), separating these from well-documented socio-economic influences such as householdincome and parental education: Language context had only a modest effect on numeracy, with nodifferences detectable on most tasks. However, a difference did appear on the scaffolded number-line task,where bilingual learners performed slightly better than monolinguals. The third goal of the study was to findout whether symbolic number knowledge for one subset of children (Spanish/English bilingual learnersfrom low-income households) differed when tested in their home language (Spanish) vs. their language ofpreschool instruction (English): Findings indicated that children performed as well or better in English thanin Spanish for all measures, even when their receptive vocabulary scores in Spanish were higher than inEnglish.

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“…The color bar indicates the strength of the evidence for the null and alternative hypotheses. Values are reported for the main effect of Language Experience and for its interactions with Operation and Age Group, as well as the three-way interaction between all three factors Timmer, 2017; Hilchey & Klein, 2011;Kroll & Bialystok, 2013;Valian, 2015), which in turn may enhance arithmetic abilities (Daubert & Ramani, 2019;Hartanto et al, 2018). However, the evidence for a "bilingual advantage" in executive function is controversial, with a number of studies showing no such effect (Dick et al, 2019;Lehtonen et al, 2018;Nichols et al, 2020).…”

Section: Uncertainty About the Potential Cognitive Effects Of Bilingualismmentioning

confidence: 99%

Functional neuroanatomy of arithmetic in monolingual and bilingual adults and children

Brignoni-Pérez

Matejko

Jamal

et al. 2021

Human Brain Mapping

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Prior studies on the brain bases of arithmetic have not focused on (or even described) their participants' language backgrounds. Yet, unlike monolinguals, early bilinguals have the capacity to solve arithmetic problems in both of their two languages. This raises the question whether this ability, or any other experience that comes with being bilingual, affects brain activity for arithmetic in bilinguals relative to monolinguals. Here, we used functional magnetic resonance imaging to compare brain activity in 44 English monolinguals and 44 Spanish-English early bilinguals, during the solving of arithmetic problems in English. We used a factorial design to test for a main effect of bilingual Language Experience. Based on the known modulating roles of arithmetic operation and age, we used two arithmetic tasks (addition and subtraction) and studied two age groups (adults and children). When collapsing across operations and age, we found broad bilateral activation for arithmetic in both the monolingual group and the bilingual group. However, an analysis of variance revealed that there was no effect of Language Experience, nor an interaction of Language Experience with Operation or Age Group. Bayesian analyses within regions of interest chosen for their role in arithmetic further supported the finding of no effect of Language Experience on brain activity underlying arithmetic. We conclude that early bilingualism does not influence the functional neuroanatomy of simple arithmetic.

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Math and Memory in Bilingual Preschoolers: The Relations Between Bilingualism, Working Memory, and Numerical Knowledge

Cited by 22 publications

References 54 publications

How and Why Bilingualism is Being Promoted by Omani Parents and How Bilingualism is Impacting their Children’s Everyday Lives

How and Why Bilingualism is Being Promoted by Omani Parents and How Bilingualism is Impacting their Children’s Everyday Lives

The real preschoolers of Orange County: Early number learning in a diverse group of children

Functional neuroanatomy of arithmetic in monolingual and bilingual adults and children

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