TY - JOUR
T1 - Bilingualism and attention in typically developing children and children with developmental language disorder
AU - Park, Jisook
AU - Miller, Carol A.
AU - Sanjeevan, Teenu
AU - van Hell, Janet G.
AU - Weiss, Daniel J.
AU - Mainela-Arnold, Elina
N1 - Funding Information:
This research was supported by the University of Toronto Connaught Fund and Social Sciences and Humanities Research Council of Canada Insight Grant 225180, awarded to Elina MainelaArnold (principal investigator); the Penn State Social Science Research Institute Grant, awarded to Carol A. Miller (principal investigator); and the Drs. Albert and Lorraine Kligman Graduate Fellowship at the Pennsylvania State University, awarded to Jisook Park. The authors thank Asmait Abraha, Serena Appalsamy, Nicole Lynn Berkoski, Kaitlyn Shay Bradley, Lean Michaeleen Byers, Kallie Hartman, Boey Ho, Dave Hou, Gina Kane, Jean Kim, Brittany Komora, Kayla Perlmutter, Jennifer Tuttle, and Haley Williams for their assistance with data collection and scoring and David Rosenbaum for comments on the write-up. The authors are especially grateful to the Toronto District School Board and the children and families who participated.
Funding Information:
This research was supported by the University of Toronto Connaught Fund and Social Sciences and Humanities Research Council of Canada Insight Grant 225180, awarded to Elina Mainela-Arnold (principal investigator); the Penn State Social Science Research Institute Grant, awarded to Carol A. Miller (principal investigator); and the Drs. Albert and Lorraine Kligman Graduate Fellowship at the Pennsylvania State University, awarded to Jisook Park. The authors thank Asmait Abraha, Serena Appalsamy, Nicole Lynn Berkoski, Kaitlyn Shay Bradley, Lean Michaeleen Byers, Kallie Hartman, Boey Ho, Dave Hou, Gina Kane, Jean Kim, Brittany Komora, Kayla Perlmutter, Jennifer Tuttle, and Haley Williams for their assistance with data collection and scoring and David Rosenbaum for comments on the write-up. The authors are especially grateful to the Toronto District School Board and the children and families who participated.
Publisher Copyright:
© 2019 American Speech-Language-Hearing Association.
PY - 2019/11
Y1 - 2019/11
N2 - Purpose: The aim of the current study was to investigate whether dual language experience modulates the efficiency of the 3 attentional networks (alerting, orienting, and executive control) in typically developing (TD) children and in children with developmental language disorder (DLD). Method: We examined the attentional networks in monolingual and bilingual school-aged children (ages 8– 12 years) with and without DLD. TD children (35 monolinguals, 23 bilinguals) and children with DLD (17 monolinguals, 9 bilinguals) completed the Attention Network Test (Fan et al., 2002; Fan, McCandliss, Fossella, Flombaum, & Posner, 2005). Children with DLD exhibited poorer executive control than TD children, but executive control was not modified by bilingual experience. The bilingual group with DLD and both TD groups exhibited an orienting effect, but the monolingual group with DLD did not. No group differences were found for alerting. Conclusions: Children with DLD have weak executive control skills. These skills are minimally influenced by dual language experience, at least in this age range. A potential bilingual advantage in orienting may be present in the DLD group.
AB - Purpose: The aim of the current study was to investigate whether dual language experience modulates the efficiency of the 3 attentional networks (alerting, orienting, and executive control) in typically developing (TD) children and in children with developmental language disorder (DLD). Method: We examined the attentional networks in monolingual and bilingual school-aged children (ages 8– 12 years) with and without DLD. TD children (35 monolinguals, 23 bilinguals) and children with DLD (17 monolinguals, 9 bilinguals) completed the Attention Network Test (Fan et al., 2002; Fan, McCandliss, Fossella, Flombaum, & Posner, 2005). Children with DLD exhibited poorer executive control than TD children, but executive control was not modified by bilingual experience. The bilingual group with DLD and both TD groups exhibited an orienting effect, but the monolingual group with DLD did not. No group differences were found for alerting. Conclusions: Children with DLD have weak executive control skills. These skills are minimally influenced by dual language experience, at least in this age range. A potential bilingual advantage in orienting may be present in the DLD group.
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U2 - 10.1044/2019_JSLHR-L-18-0341
DO - 10.1044/2019_JSLHR-L-18-0341
M3 - Article
C2 - 31652405
AN - SCOPUS:85075812702
SN - 1092-4388
VL - 62
SP - 4105
EP - 4118
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 11
ER -