Advancing knowledge of human development, developmental disabilities, and neurodegenerative diseases.
Title: Grammatical processing and non-verbal working memory in monolingual and bilingual children Legend: Spanish-English bilingual children did not perform as well on the English grammaticality judgment task, and showed greater reliance on nonverbal working memory during grammatical processing compared to monolingual English-speaking children. Citation: Gangopadhyay, I., Davidson, M.M., Ellis Weismer, S., & Kaushanskaya, M. (2016). …
Title: Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children Legend: Children who experienced two years of Spanish exposure in a dual-immersion classroom outperformed monolingual children when learning new made-up words (e.g., “gateke”). This was especially true when they learned new words for objects they were familiar with (e.g., turtle). Citation: …
