Do parents have any important long-term effects on the development of their child's personality? This article examines the evidence and concludes that the answer is no. A new theory of development is proposed: that socialization is context-specific and that outside-the-home socialization takes place in the peer groups of childhood and adolescence. Intraand intergroup processes, not dyadic relationships, are responsible for the transmission of culture and for environmental modification of children's personality characteristics. The universality of children's groups explains why development is not derailed by the wide variations in parental behavior found within and between societies.

Where is the child's environment? A group socialization theory of development.

Advanced inhibitory control skills have been found in bilingual speakers as compared to monolingual controls (Bialystok, 1999). We examined whether this effect is generalized to an unstudied language group (Spanish-English bilingual) and multiple measures of executive function by administering a battery of tasks to 50 kindergarten children drawn from three language groups: native bilinguals, monolinguals (English), and English speakers enrolled in second-language immersion kindergarten. Despite having significantly lower verbal scores and parent education/income level, Spanish-English bilingual children's raw scores did not differ from their peers. After statistically controlling for these factors and age, native bilingual children performed significantly better on the executive function battery than both other groups. Importantly, the relative advantage was significant for tasks that appear to call for managing conflicting attentional demands (Conflict tasks); there was no advantage on impulse-control (Delay tasks). These results advance our understanding of both the generalizability and specificity of the compensatory effects of bilingual experience for children's cognitive development.

/pdf/bilingual-experience-and-executive-functioning-in-young-54t0n99rzv.pdf

Bilingual experience and executive functioning in young children.

In a previous study, a bilingual advantage for preschool children in solving the dimensional change card sort task was attributed to superiority in inhibition of attention (Bialystok, 1999). However, the task includes difficult representational demands to encode and interpret the task stimuli, and bilinguals may also have profited from superior representational abilities. This possibility is examined in three studies. In Study 1, bilinguals outperformed monolinguals on versions of the problem containing moderate representational demands but not on a more demanding condition. Studies 2 and 3 demonstrated that bilingual children were more skilled than monolinguals when the target dimensions were perceptual features of the stimulus and that the two groups were equivalent when the target dimensions were semantic features. The conclusions are that bilinguals have better inhibitory control for ignoring perceptual information than monolinguals do but are not more skilled in representation, confirming the results of the original study. The results also identify the ability to ignore an obsolete display feature as the critical difficulty in solving this task.

/pdf/attention-and-inhibition-in-bilingual-children-evidence-from-2wm185qd01.pdf

Attention and inhibition in bilingual children: evidence from the dimensional change card sort task

This study compares lexical development in a sample of 25 simultaneous bilingual and 35 monolingual children for whom semilongitudinal data were collected between the ages of 8 and 30 months. A standardized parent report form, the MacArthur Communicative Development Inventory (1989), was used to assess the children's receptive and productive vocabulary in English and/or Spanish. A methodology was devised to assess the degree of overlap between the bilingual children's lexical knowledge in one language and their knowledge in the other. Using the measures presented here, there was no statistical basis for concluding that the bilingual children were slower to develop early vocabulary than was the monolingual comparison group. The wide range of vocabulary sizes observed at these ages in normally developing children (Fenson et al., 1991) was observed in these bilingual children as well. The close correspondence of the pattern of the bilinguals' growth in two languages at once to monolinguals' growth in one suggests that norms for lexical development in bilinguals should be made with reference to the children's performance in two languages together.

/pdf/lexical-development-in-bilingual-infants-and-toddlers-5e8zqb5tal.pdf

Lexical Development in Bilingual Infants and Toddlers: Comparison to Monolingual Norms

The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.

/pdf/educating-english-language-learners-13suxs30rb.pdf

Educating English language learners

Receptive vocabulary of Hispanic children in Miami was tested in both English and Spanish with complementary standardized tests, the Peabody Picture Vocabulary Test (PPVT-R) and the Test de Vocabulario en Imagenes Peabody (TVIP-H). 105 bilingual first graders, of middle to high socioeconomic status relative to national norms, were divided according to the language(s) spoken in their homes. Both groups, whether they spoke only Spanish in the home (OSH) or both English and Spanish in the home (ESH), performed near the mean of 100 in Spanish receptive vocabulary (TVIP-H means 97.0 and 96.5); in contrast, ESH group children scored more than 1 SD higher in English than OSH group children (PPVT-R means 88.0 and 69.7, respectively). It appears, therefore, that learning 2 languages at once does not harm receptive language development in the language of origin, while it does lay the groundwork for superior performance in the majority language. Furthermore, an analysis of translation equivalents, items shared by both tests, shows that a statistically significant portion of bilingual children's lexical knowledge does not overlap in their 2 languages and is therefore not reflected in single-language scores.

Measuring Bilingual Children's Receptive Vocabularies

The present study examined the receptive vocabulary knowledge of mid-socioeconomic-status Hispanic simultaneous bilinguals exposed to English and Spanish (either mostly Spanish or equally English and Spanish) at home since birth. One hundred and two (34 from each grade level) first, third, and sixth graders were tested in both English and Spanish with complementary standardized tests, the Peabody Picture Vocabulary Test (PPVT-R) and the Test de Vocabulario en Imaenes Peabody (TVIP-H). All functioned comparably well on the Spanish receptive vocabulary test, the performance of first and sixth graders being near the mean for the norming sample. In contrast, English receptive vocabulary performance increased with grade level (p<.05), first graders functioning approximately one standard deviation below the mean and sixth graders near the mean. It appears, therefore, that early simultaneous exposure to two languages does not harm receptive vocabulary development in the language of origin, while it lays the groundwork for gradual improvement in the majority language with formal schooling. Furthermore, within a simultaneous learning circumstance, equal exposure to English and Spanish at home was found to be sufficient for the maintenance of Spanish vocabulary skills and superior to exposure to mostly Spanish at home with respect to English vocabulary development. In addition, consistent with Cummins'(1979, 1984) interdependence hypothesis, performance in one language was found to be the best predictor of performance in the other.

Developmental Changes in Receptive Vocabulary in Hispanic Bilingual School Children

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Measuring Bilingual Children's Receptive Vocabularies

Developmental Changes in Receptive Vocabulary in Hispanic Bilingual School Children