In:Understanding Language and Cognition through Bilingualism: In honor of Ellen Bialystok
Edited by Gigi Luk, John A.E. Anderson and John G. Grundy
[Studies in Bilingualism 64] 2023
► pp. 122–141
Chapter 6Bilingual cognitive differences
within the context of
socioeconomic status
Published online: 6 June 2023
https://doi.org/10.1075/sibil.64.06bri
https://doi.org/10.1075/sibil.64.06bri
Abstract
This chapter investigates bilingualism and
cognitive skills, specifically memory, for infants and young
children. For the young developmental samples, memory is not a
unitary construct, but one that requires attention and cognitive
flexibility as they navigate through the complex environments around
them. Bilingualism, being a language and social experience, also
interacts with broader contexts, such as socioeconomic status (SES)
in some communities. In this chapter, I examine how exposure to
language(s) and SES is associated with broader memory generalization
during infancy. The unique and interacting contribution of
bilingualism and SES on cognition reveals the need to consider
multiple experiences in order to gain a realistic and more
comprehensive understanding of cognitive development.
Article outline
- Introduction
- Bilingualism and memory generalization during infancy
- Bilingualism and socioeconomic status
- Bilingualism, SES, and brain development
- Bilingualism, SES, and cognitive skills
- Bilingualism, SES, and early memory generalization skills
- Potential mechanisms and future directions
- Future directions
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