Bilingualism Narrows Socioeconomic Disparities in Executive Functions and Self-Regulatory Behaviors During Early Childhood: Evidence From the Early Childhood Longitudinal Study.

• Autores: Andree Hartanto, Wei X. Toh, Hwajin Yang
• Localización: Child development, ISSN 0009-3920, Vol. 90, Nº. 4, 2019, págs. 1215-1235
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Socioeconomic status (SES) and bilingualism have been shown to influence executive functioning during early childhood. Less is known, however, about how the two factors interact within an individual. By analyzing a nationally representative sample of approximately 18,200 children who were tracked from ages 5 to 7 across four waves, both higher SES and bilingualism were found to account for greater performance on the inhibition and shifting aspects of executive functions (EF) and self-regulatory behaviors in classroom. However, only SES reliably predicted verbal working memory. Furthermore, bilingualism moderated the effects of SES by ameliorating the detrimental consequences of low-SES on EF and self-regulatory behaviors. These findings underscore bilingualism's power to enrich executive functioning and self-regulatory behaviors, especially among underprivileged children. [ABSTRACT FROM AUTHOR]