Abstract/Details

Relationship between language dominance and information processing


1997 1997

Other formats: Order a copy

Abstract (summary)

This study investigated the relationship between language dominance or degree of bilingualism and the ways in which information was processed by Chinese-American students. Chinese-American students who possessed varying degrees of bilingualism were recruited from 4th-, 5th-, and 6th-grade classes. Eleven Fast Chinese-Slow English, 15 Fast Chinese-Fast English, and 10 Slow Chinese-Fast English students were selected to participate in the study based on their Chinese and English median reaction times on a picture naming test. The Kaufman Assessment Battery For Children was used to identify their preferred mode of information processing. The results indicate that language dominance or degree of bilingualism appeared to have no effect on the mode of processing. No significant difference in processing was found among the three groups. Only marginal differences were found indicating that Fast Chinese-Slow English students tended to prefer simultaneous processing more often in problem solving. Subsequent data analysis indicated that cognitive ability also had no effect on the mode of processing. Although significant differences in cognitive ability were found between the Fast Chinese-Slow English and the Fast Chinese-Fast English students, no differences in the mode of processing were found between those who scored above or below the Mental Processing Composite group mean. Lastly, comparable nonverbal skills and similar patterns of strengths and weaknesses were also found among the three groups. Although there was a difference in significant weakness on Number Recall which indicated that Fast Chinese-Slow English students did poorer than the Fast Chinese-Fast English students, the differences in performance appeared to be due to the differences in the students' English proficiency rather than sequential processing ability.

Indexing (details)


Subject
Bilingual education;
Multicultural education;
Cognitive therapy
Classification
0282: Bilingual education
0282: Multicultural education
0633: Cognitive therapy
Identifier / keyword
Education; Psychology; Chinese-American
Title
Relationship between language dominance and information processing
Author
Li, Siu-Chou Catherine
Number of pages
134
Publication year
1997
Degree date
1997
School code
0072
Source
DAI-A 58/09, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780591593846, 059159384X
Advisor
Esquivel, Giselle B.
University/institution
Fordham University
University location
United States -- New York
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9808993
ProQuest document ID
304337751
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304337751
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.