Verbal Working Memory in Bilingual Children The present study compared the performance of 44 Latino children on the Competing Language Processing Task (CLPT; C. Gaulin & T. Campbell, 1994) and the Dual Processing Comprehension Task (DPCT; S. Ellis Weismer, 1996). First, it was of interest to know if there were significant differences between children with and ... Research Article
Research Article  |   August 01, 2004
Verbal Working Memory in Bilingual Children
 
Author Affiliations & Notes
  • Vera F. Gutiérrez-Clellen
    San Diego State University, San Diego, CA
  • Janet Calderón
    San Diego State University, San Diego, CA
  • Susan Ellis Weismer
    University of Wisconsin-Madison
  • Corresponding author: e-mail: vclellen@mail.sdsu.edu
  • Contact author: Vera F. Gutiérrez-Clellen, PhD, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, California 92182-1518. E-mail: vclellen@mail.sdsu.edu
Article Information
Cultural & Linguistic Diversity / Attention, Memory & Executive Functions / Language / Research Articles
Research Article   |   August 01, 2004
Verbal Working Memory in Bilingual Children
Journal of Speech, Language, and Hearing Research, August 2004, Vol. 47, 863-876. doi:10.1044/1092-4388(2004/064)
History: Received October 8, 2002 , Revised March 3, 2003 , Accepted December 3, 2003
 
Journal of Speech, Language, and Hearing Research, August 2004, Vol. 47, 863-876. doi:10.1044/1092-4388(2004/064)
History: Received October 8, 2002; Revised March 3, 2003; Accepted December 3, 2003
Web of Science® Times Cited: 21

The present study compared the performance of 44 Latino children on the Competing Language Processing Task (CLPT; C. Gaulin & T. Campbell, 1994) and the Dual Processing Comprehension Task (DPCT; S. Ellis Weismer, 1996). First, it was of interest to know if there were significant differences between children with and without bilingual proficiency on processing tasks that were assumed to require limited vocabulary knowledge. The second goal of this research was to determine whether there were cross-linguistic differences in verbal working memory by examining performance within bilinguals and between children with limited proficiency in a second language. The performance of the participating children was also examined in the context of research with other English-speaking groups. Finally, given that the CLPT and the DPCT may differ in their processing demands (from a relative focus on storage to one of attention inhibition or resistance to interference), it was important to know the extent to which these tasks were related or involved similar cognitive-linguistic operations. Results revealed shared processing skills as well as differences related to individual attainments in bilingual acquisition.

Acknowledgments
This project was partially supported by National Institute on Deafness and Other Communication Disorders Grant 1-DC-8–2100 and by National Institute of General Medical Sciences Grant 1 R25 GM58906-04 to San Diego State University’s Minority Biomedical Research Support Program.
Order a Subscription
Pay Per View
Entire Journal of Speech, Language, and Hearing Research content & archive
24-hour access
This Article
24-hour access