[Effects of Bilingualism on Cognitive Functions in Early Childhood]. / Auswirkungen von Bilingualität auf kognitive Funktionen im Vorschulalter.

Effects of Bilingualism on Cognitive Functions in Early Childhood Studies have revealed advantages in cognitive functions among children with bilingualism. In this study we investigate cognitive functions in monolingual and bilingual preschool children taking socioeconomic status into account. The study population consists of 40 monolingual (German) children (Mage = 5.0 ± 0.4) and 23 bilingual (German/English) children (Mage = 5.1 ± 0.6). A neuropsychological test battery was conducted. The analyses revealed better performance for bilingual children. However, significant group differences were only found with respect to phonological short-term memory. Controlling for socioeconomic status, intelligence and balanced bilingualism, only slight advantages in cognitive performance were found for bilingual children. Due to high socioeconomic status in both groups, we suppose a ceiling effect. Children's development might be extensively promoted in upper class families and therefore bilingualism may not have additional impact on cognitive functions in these children.

Cognitive functions in preschool children with specific language impairment.

OBJECTIVE: A growing body of research has focused on executive functions in children with specific language impairment (SLI). However, results show limited convergence, particularly in preschool age. The current neuropsychological study compared performance of cognitive functions focused on executive components and working memory in preschool children with SLI to typically developing controls. METHOD: Performance on the measures cognitive flexibility, inhibition, processing speed and phonological short-term memory was assessed. The monolingual, Caucasian study sample consisted of 30 children with SLI (Mage = 63.3 months, SD = 4.3 months) and 30 healthy controls (Mage = 62.2 months, SD = 3.7 months). Groups were matched for age and nonverbal IQ. Socioeconomic status of the participating families was included. RESULTS: Children with SLI had significantly poorer abilities of phonological short-term memory than matched controls. A tendency of poorer abilities in the SLI group was found for inhibition and processing speed. CONCLUSIONS: We confirmed phonological short-term memory to be a reliable marker of SLI in preschoolers. Our results do not give definite support for impaired executive function in SLI, possibly owing to limited sensitivity of test instruments in this age group. We argue for a standardization of executive function tests for research use.