ArticleInternational journal of environmental research and public health2020
Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children?
Article in International journal of environmental research and public health, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 30 citations in OpenAlex.
- Parallel contributions of socioeconomic status and bilingual experiences on executive function and the brain in young children.Brain and language · 2026Article
- Which Factors Predict L2 Receptive Vocabulary and Expressive Syntax in Bilingual Children from Low-SES Families?Children (Basel, Switzerland) · 2024Article
- The Predictive Role of Quantity and Quality Language-Exposure Measures for L1 and L2 Vocabulary Production among Immigrant Preschoolers in Italy.International journal of environmental research and public health · 2023Article
- Arabic Validation of the Pragmatic Language Skills Inventory to Assess Pragmatic Language Development in Preschoolers with and without Pragmatic Language Impairment.Children (Basel, Switzerland) · 2022Article
- Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study.Brain sciences · 2022Article
- Direct and Indirect Pathways of Variation in Length of Exposure to the Majority Language, Cognitive and Language Skills in Preschoolers' Listening Narrative Comprehension.Children (Basel, Switzerland) · 2021Article
- The Native Speaker in Italian-Dialects Bilingualism: Insights From the Acquisition of Vicentino by Preschool Children.Frontiers in psychology · 2021Article
- Measures of Bilingual Cognition - From Infancy to Adolescence.Journal of cognition · 2021Article
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2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Bilingual exposure (BE) and socioeconomic status (SES) are associated with children's development, but their specific and unique effects are still unclear. This study analyzed the influence of these environmental factors on a set of cognitive and linguistic abilities in preschoolers to disentangle their effects. One hundred-eleven Italian-speaking preschool children (mean age = 61 months; SD = 6.8) growing in a monolingual or multilingual context completed an assessment of cognitive (theory of mind, inhibition, attention shifting and working memory) and linguistic abilities (vocabulary, grammar, narrative comprehension, lexical access). The results of hierarchical regressions with predictors variation in BE (both Length and Daily exposure) and SES on each ability, shown a specific contribution of variation in SES, after controlling for BE, in vocabulary, grammar, and working memory (WM), and a specific contribution of variation in BE, over and above effect of SES, in vocabulary, narrative comprehension and WM. In addition, we found an interaction between these factors in predicting the performance of the theory of mind task (ToM). To conclude, variations in BE and SES are related independently to individual differences in linguistic and cognitive skills of children in preschool.
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