Spelling suggestions: "subject:"bilingualism -- apsychological aspects"" "subject:"bilingualism -- 8psychological aspects""
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Two languages, two personalities?: examining language effects on personality in the bilingual context. / CUHK electronic theses & dissertations collectionJanuary 2007 (has links)
The present study investigated the impact of language use on self-perceived personality and personality as perceived by others in the bilingual Chinese-English context. We used a repeated-measures design and collected data at three time points from written measures and experimental settings, to examine whether bilinguals (n = 76) exhibit different patterns of personality characteristics, each associated with one of the two languages and interlocutor ethnicity, and to delineate such discrepancies using behavioral observations in addition to self-reports. By analyzing ratings by targets, interlocutors, and observers, our findings confirmed perception effects, language effects, and ethnicity effects on various personality dimensions, such as extraversion, openness to experience and assertiveness. We suggest that using a second language accesses the perceived cultural norms in which it is applied, especially the prototypic personality profiles in that culture, thus activating behavioral expressions of personality that are appropriate in the corresponding linguistic-social context. / Chen , Xiaohua Sylvia. / "July 2007." / Adviser: Michael Harris Bond. / Source: Dissertation Abstracts International, Volume: 69-01, Section: B, page: 0728. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 60-70). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.
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Aspects of cognitive and linguistic development of bilingual children : a study of English-Latvian bilingual schoolchildrenProske, Inara. January 1972 (has links) (PDF)
No description available.
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Interdependent and independent states of the bilingul's two languages.Hamers, Josiane F. January 1973 (has links)
No description available.
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Interdependent and independent states of the bilingul's two languages.Hamers, Josiane F. January 1973 (has links)
No description available.
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An investigation into the relationship between bilingualism and attentional networks with a focus on linguistic distance and language proficiency.Wierzbicki, Sylwia 09 January 2014 (has links)
Continuous control of two languages during speech production may result in a ‘bilingual advantage’, where highly proficient bilinguals outperform monolinguals on nonverbal cognitive tasks. Greater linguistic distance between two bilingual languages is expected to influence this relationship, where bilinguals who engage with similar languages develop enhanced inhibitory control. To address this issue, this study examined reaction times and correct response rates on the attentional network task (ANT) and the Simon Task, where three different attentional networks (alerting, orienting and executive control) were examined. Two bilingual groups (English-German and English-Chinese) and one monolingual group (English) completed these attentional tasks as well as a Language Experience and Proficiency Questionnaire (LEAP-Q). Results did not provide unequivocal support for the ‘bilingual advantage’ hypothesis, which was only demonstrated by superior performance of bilinguals on the congruent and incongruent trials of the Simon Task. The Simon effect did not differ significantly between bilingual and monolingual participants, and no significant differences were revealed by performance on the ANT. The findings of this study also suggest that the effects of linguistic distance on cognitive functioning may not be quantitative in nature and should be investigated using neuroimaging techniques.
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How does bilingual experience modulate visual processing?Lam, Sze-man., 林詩敏. January 2012 (has links)
Previous bilingual studies showed reduced hemispheric asymmetry in visual tasks such as face perception in bilinguals compared with monolinguals, which suggested that hemispheric asymmetry in visual tasks could be modulated by experience in reading one or two languages. Here I examined whether differences in hemispheric asymmetry in visual tasks can also be observed in bilinguals who have different language backgrounds. I compared the behavior of three language groups: (1) English monolinguals, who acquire only one alphabetic language, (2) European-English bilinguals, who know two alphabetic languages, and (3) Chinese-English bilinguals, who master an alphabetic language and a logographic language; in three tachistoscopic tasks: (1) English word sequential matching task, (2) Intact-altered face judgment task, and (3) face sequential matching task. The results showed that European-English bilinguals had a stronger right visual field (RVF)/ left hemispheric (LH) advantage in the English word sequential matching task than English monolinguals and Chinese-English bilinguals, suggesting that different language learning experiences can influence how visual words are processed in the brain. However, the results showed no group difference between the left visual field (LVF)/ right hemisphere (RH) advantage in the intact-altered face judgment task and the face sequential matching task. These results suggested a modulation of language experience on visual word processing but not on face processing. In addition, I showed that the hemispheric asymmetry in visual word processing could be accounted for by a computational model that implements a theory of hemispheric asymmetry in perception (i.e. the Double Filtering by Frequency theory, Ivry & Robertson, 1998); the modeling data suggested that this lateralization difference in visual word processing may be due to both the difference in participants’ vocabulary size and the difference in word-to-sound mapping between alphabetic and logographic languages. / published_or_final_version / Psychology / Master / Master of Philosophy
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Cognitive and psycholinguistic organisation in bilinguals: a study of aspects of affective meaning.Young, Brian Marshall. January 1976 (has links)
published_or_final_version / Psychology / Doctoral / Doctor of Philosophy
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Facilitation effects in the primed lexical decision task within and across languagesWilliams, Catharine Davenport Edgar. January 1987 (has links)
published_or_final_version / Psychology / Doctoral / Doctor of Philosophy
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The relationship between linguistic behavior and diagnostic classifications in the language processing systems of bilingual schizophrenicsCurry, Lee Sue 01 January 1973 (has links)
Both of these theoretical positions - the linguistics and the behavioristic - are introduced here as parallel structures within which a study of language can proceed. As this study is developed, each strand is evident to some extent, with a synthesis of the two evolving in a psycholinguistic model which characterizes actual language use. This model, with the addiction of a bilingual dimension, is then discussed in light of schizophrenic language deviations.
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To be or not to be bilingual: cognitive processing skills and literacy development in monolingual English, emergent bilingual Zulu and English, as well as bilingual Afrikaans and English speaking childrenDe Sousa, Diana Soares January 2016 (has links)
A thesis submitted to the Faculty of Humanities,
Department of Psychology at the University of the Witwatersrand,
in fulfilment of the requirements for the degree of Doctor of Philosophy
October 2016. / Literacy in multilingual contexts includes social and cognitive dimensions
(GoPaul-McNicol & Armour-Thomas, 1997). Becoming literate carries with it the ability to develop
and access higher-order thinking skills that are the building blocks for cognitive academic language
proficiency, as well as the means that define educational opportunities (Bialystok, 2007). South Africa
has 11 official languages and a multilingual education policy but South African schools are able to
determine their language of instruction policy of monolingualism or multilingualism (Heugh, 2010).
This raises the question of whether monolingualism or bilingualism influences children’s successful
acquisition of reading. It is important to investigate the effect this has on reading processes and skills
of monolingual and bilingual children because this issue has received limited research attention while
it contributes to our greater understanding of how children’s cognitive capacities for literacy
attainment are either constrained or promoted through broader social factors operating in a child’s
literacy-learning environment (Bialystok, 2007; Vygotsky, 1978). Cognitive processing and reading
skills were assessed in monolingual and bilingual children at a public school in an urban area of
Johannesburg. An English-speaking monolingual group with English as the language of instruction (N
= 100) was compared with a Zulu-English bilingual group with Zulu as first language (L1) speaking
proficiency and English as second language (L2) literacy experience (N = 100) on measures of
reading, phonological awareness, vocabulary skills, and working memory. Performance in cognitive
processing and reading skills of these two groups was compared to an Afrikaans-English bilingual
group (N = 100) with dual medium instruction. Tests of language proficiency confirmed that the
Afrikaans-English bilinguals were balanced bilinguals and that the Zulu-English bilinguals were
partial bilinguals.
Aim and method: The purpose of this study was to expand knowledge in the field of second
language reading acquisition and language of instruction by examining the impact of language related
factors on the cognitive development and literacy competence of monolingual and bilingual children
in the South African context. The central tenet of the bio-ecological approach to language, cognitive
and reading assessment is that language acquisition is inseparable from the context in which it is
learned (Armour-Thomas & Go-Paul-McNicol, 1997). Drawing from this approach, the present
research project investigated the effects of the level of orthographic transparency on reading
development in the transparent L1 and opaque L2 of biliterate Afrikaans-English bilinguals learning
to read in a dual medium school setting. The effects of oral vs. written language proficiency in the L1
on the acquisition of L2 English reading was also investigated by examining whether reading
processes and skills transferred from one language to another and the direction or nature of this
transfer in partial and balanced bilinguals. Finally, whether a balanced bilingualism and biliteracy
Cognitive processing skills and literacy development in monolingual and bilingual children in South Africa
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experience had beneficial effects on cognitive tasks demanding high levels of working memory
capacity, was investigated.
Results: Reading in Afrikaans – the more transparent orthography – reached a higher
competency level than reading in the less transparent English. Dual medium learners and L1 English
monolingual learners acquired reading skills in their home language(s) at a higher level than L2
English with L1 Zulu speaking proficiency learners did. Dual medium learners outperformed both
monolingual learners and L2 English with L1 Zulu speaking proficiency learners on tests of
phonological awareness, working memory, and reading comprehension. They also reached similar
competency levels in tests of vocabulary knowledge than monolingual English (L1) learners. These
differences translated into different relationships and strengths for reading attainment in monolingual
and bilingual children. These findings provide support for a language-based and context-dependent
bio-ecological model of reading attainment for South African children.
Conclusions: Bilingual children who are exposed to dual medium reading instruction
programmes that value bilingualism philosophically and support it pedagogically create optimal
conditions for high levels of cognitive development and academic achievement, both in the first and
in the L2. Absence of mother tongue instruction and English-only instruction result in a reading
achievement gap between emergent Zulu-English bilinguals and English monolinguals. This effect is
not observed in the biliterate Afrikaans-English bilinguals; instead, these children performed better
than the English monolinguals on many English tasks and working tasks requiring high levels of
executive control and analysis of linguistic knowledge, despite English being their L2 while learning
to concurrently read in Afrikaans and English. Arguments for and (misguided) arguments against dual
medium education are examined to identify the consequences of translating this model of education
into effective schooling practices, given the socio-political contexts in which educational reforms take
place at local schools and in communities (Heugh, 2002). More broadly, good early childhood
education includes a rich language learning environment with skilled, responsive teachers who
facilitate children’s literacy learning by providing intentional exposure to and support for vocabulary
and concept development. Classroom settings that provide extensive opportunities to build children’s
reading competences are beneficial for young dual language learners no less than for children
acquiring literacy skills in a one-language environment (Cummins, 2000; Heugh, 2002). / GR2017
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