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Title: A STUDY OF PARENT FACTORS INFLUENCING THE SELECTION OF A BILINGUAL EDUCATION PROTOTYPE.
Creator: KALAN, NANCY TERREL., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: This study was designed to determine which prototype of bilingual education parents would most favor and which prototype parents would least favor. Subjects were randomly selected from a population of English language dominant parents and Hispanic non-English dominant parents taken from eighteen schools which had a bilingual center as well as a regular program and eighteen schools which were similar but did not have a bilingual center. Ninety parents were chosen at random from grade levels...
Show moreThis study was designed to determine which prototype of bilingual education parents would most favor and which prototype parents would least favor. Subjects were randomly selected from a population of English language dominant parents and Hispanic non-English dominant parents taken from eighteen schools which had a bilingual center as well as a regular program and eighteen schools which were similar but did not have a bilingual center. Ninety parents were chosen at random from grade levels three, six and nine in twenty-four sample elementary, middle and high schools. The parents were divided into three groups: (1) those who were Spanish dominant and who had children in bilingual centers, (2) those who were English dominant and who had children who attended schools with a bilingual center and who did not participate in the bilingual program, and (3) those who were English dominant and whose children attended schools which did not have a bilingual center. The assessment instrument was a questionnaire which asked parents to rank order five bilingual prototypes with one being the most favored program and five being the least favored program. Statistical treatment of the data included an examination of frequency percentages and chi-square analyses. Analysis of data revealed that group membership had no relationship to the three levels of parents' choices of the most favored program, yet there was a significant difference revealed in the chi-square analysis of the least favored program at the .05 alpha level. The variable which proved to be significant was language dominance. Although there was no statistical significance, the study showed that 49 percent of the combined English speaking parent groups would agree to have their children involved in a Bilingual/Second Language program. The research also indicated that although English dominant parents disagreed on the type of program which should be offered to limited English proficient students, 89 percent agreed that some program should be available in the public school system.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11824
Subject Headings: Education, Bilingual, Bilingualism
Format: Document (PDF)

Title: Bilingualism and arithmetic - a pilot study.
Creator: Nishat, Towhid, Perez, G., Rosselli, Monica, Graduate College
Date Issued: 2013-04-12
PURL: http://purl.flvc.org/fcla/dt/3361333
Subject Headings: Bilingualism, Arithmetic
Format: Document (PDF)

Title: Arithmetic and language proficiency in Spanish/English billinguals.
Creator: Perez, G., Nishat, Towhid, Rosselli, Monica
Date Issued: 2013-04-05
PURL: http://purl.flvc.org/fcla/dt/3361163
Subject Headings: Bilingualism, Arithmetic
Format: Document (PDF)

Title: A COMPARISON OF ATTITUDES OF TENTH GRADE STUDENTS TOWARD SELECTED ASPECTS OF THE STUDY OF FOREIGN LANGUAGES (URUGUAY, BROWARD COUNTY, FLORIDA).
Creator: KOONCE, MARIA H., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of...
Show moreThis study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of foreign languages. It is also hypothesized that no significant differences existed between the two groups toward the positions that foreign language study should begin in the elementary school; that it should be continued in high school; that all students should have the option to take more than one language; and that all students should be required to take a foreign language. Findings indicate that significant statistical differences exist in the following positions: (1) that foreign language study should begin in the elementary school; (2) that foreign language study should continue in high school; and (3) that all students should be required to take a foreign language. Liceo Zorrilla tenth grade students favor these positions more markedly than Western High School tenth grade students. However, the correlation between the variables is weak. There is a high percentage of undecided Western High School respondents in the first of the two issues, and a high percentage of negative responses to the third issue from both groups. Significant differences do not exist in the following: (1) the attitude of the two groups toward selected aspects of the study of foreign languages; and (2) the position that all students should have the option to take more than one foreign language. The major conclusion reached is that tenth grade students in Western High School appear to be favorable toward an expansion of foreign language programs, as long as they are not required for all students. The major recommendations include: (1) additional comparative studies; (2) research regarding the job market in the community relative to foreign language needs; (3) steps to expand and improve foreign language programs in the country; and (4) additional studies of international magnitude.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11877
Subject Headings: Education, Bilingual and Multicultural
Format: Document (PDF)

Title: Manner Saliency and Linguistic Relativity: Verbal and Non-Verbal Experiments with Spanish-English Bilinguals.
Creator: Selecter, Spencer G., Hamilton, Michael, Florida Atlantic University, Department of Languages, Linguistics and Comparative Literature, Dorothy F. Schmidt College of Arts and Letters
Abstract/Description: Talmy (2007) was the first to propose a language typology based on the lexicalization patterns of motion verbs. According to his typology, certain languages tend to encode certain elements within the main verb of motion event descriptions. It has been proposed that Spanish and English exist on opposites sides of this typology and Slobin (1996 & 2006) speculates these structural differences may affect what aspects of external events are more salient to speakers of these languages. The present...
Show moreTalmy (2007) was the first to propose a language typology based on the lexicalization patterns of motion verbs. According to his typology, certain languages tend to encode certain elements within the main verb of motion event descriptions. It has been proposed that Spanish and English exist on opposites sides of this typology and Slobin (1996 & 2006) speculates these structural differences may affect what aspects of external events are more salient to speakers of these languages. The present study investigates the verbal and nonverbal behavior of English monolinguals and Spanish-English bilinguals to see if any differences exist in the aspects of the motion event that they describe in an elicitation task or prefer in a similarity judgement task. This study provides evidence that Spanish-English bilinguals may be less likely to encode manner when speaking in English. The present study provides no evidence that this extends to nonverbal behavior as all groups showed a preference for categorizing motion events based on the manner (e.g., run, walk, crawl, etc.) of motion rather than the path (up, down, left, right, etc.).
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014159
Subject Headings: Bilingualism, Typology (Linguistics), Linguistics
Format: Document (PDF)

Title: WITHIN- AND ACROSS-LANGUAGE EFFECTS OF ORAL LANGUAGE SKILL AT SCHOOL ENTRY ON LATER ENGLISH AND SPANISH READING COMPREHENSION GROWTH AMONG EARLY BILINGUALS.
Creator: Giguere, David, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Extensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish...
Show moreExtensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish were related to later reading comprehension development within- and across-languages. Multilevel models revealed significant within-language relations between oral language skills at 5 years and reading comprehension growth from 6 to 8 years in both English and Spanish. Additionally, English oral skill predicted Spanish reading comprehension, whereas Spanish oral skill was unrelated to English reading comprehension. Theoretical and practical implications of the findings are discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013311
Subject Headings: Bilingualism--Research, Reading comprehension, Bilingualism in children
Format: Document (PDF)

Title: Expressions of emotion in bilingual mother's child-directed speech.
Creator: Filippi, Katherine, Graduate College
Date Issued: 2013-04-12
PURL: http://purl.flvc.org/fcla/dt/3361299
Subject Headings: Bilingualism, Emotion, Mother and child
Format: Document (PDF)

Title: Electrophysiological Correlates of Emotion Word Processing in Spanish-English Bilinguals.
Creator: Vélez-Uribe, Idaly, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: An EEG experiment was design to test the influence of level of proficiency on processing of emotion content between languages in a sample of Spanish-English bilinguals divided by proficiency levels between two groups of bilinguals, one group of balanced (n=23) and another of unbalanced bilinguals (n=26). The participants rated words in three categories (negative, neutral, and positive) in terms of emotional valence in English and Spanish while EEG was recorded. Event-related potentials were...
Show moreAn EEG experiment was design to test the influence of level of proficiency on processing of emotion content between languages in a sample of Spanish-English bilinguals divided by proficiency levels between two groups of bilinguals, one group of balanced (n=23) and another of unbalanced bilinguals (n=26). The participants rated words in three categories (negative, neutral, and positive) in terms of emotional valence in English and Spanish while EEG was recorded. Event-related potentials were calculated for two components related to emotion processing: the early posterior negativity (EPN) and the late positive complex LPC. 2 (Bilingual group) x 2 (language) x 3 (valence) x 3 (electrode) analyses were conducted on each component, separately for latency and amplitude. The results for the EPN latency indicated a marginally significant valence effect, with emotion words presenting shorter latencies than neutral words across conditions indicating a processing advantage of emotion content in both languages. The EPN amplitude also reflected the effect of valence, with larger amplitudes both emotion categories than for neutral words. The overall EPN amplitude was larger in Spanish than in English for both bilingual groups across valence categories. The LPC latency was longer in English than in Spanish for both bilingual groups, possibly related to Spanish being identified as native language in most of the sample. The LPC amplitude was larger for negative than for emotion than for neutral words for both groups in English and in Spanish for the Balanced group. The Unbalanced group, however, presented larger for positive than for neutral, and for neutral than for negative words. These results suggest that the Balanced and Unbalanced groups process emotion content similarly in English, but differently in Spanish. The Valence effects were consistent across languages for the Balanced group, but not for the Unbalanced group which might reflect an attenuation of the valence effect for negative words in Spanish for this group, and could indicate weaker emotional reactivity to negative words in the less proficient language.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013104
Subject Headings: Bilingualism, Language and emotions., Electroencephalography.
Format: Document (PDF)

Title: An analysis of negative and interrogative structures in the English of junior high school ESL students in a bilingual community.
Creator: Briggs, Susan Ellen, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
Abstract/Description: This thesis investigates the acqusition of certain negative and interrogative structures by adolescent Spanish-speaking ESL students in a bilingual community. These ESL learners demonstrated two unexpected negating strategies using not plus the verb and never plus the verb. They likewise used does/did as an overgeneralized question marker. Age of first exposure to English did not appear to be a significant factor in the acquisition of the English auxiliary, and the students' acquisition of...
Show moreThis thesis investigates the acqusition of certain negative and interrogative structures by adolescent Spanish-speaking ESL students in a bilingual community. These ESL learners demonstrated two unexpected negating strategies using not plus the verb and never plus the verb. They likewise used does/did as an overgeneralized question marker. Age of first exposure to English did not appear to be a significant factor in the acquisition of the English auxiliary, and the students' acquisition of negative and interrogative structures appeared to be delayed in this bilingual environment, despite ESL instruction.
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/14438
Subject Headings: Education, Bilingual and Multicultural, Language, Linguistics
Format: Document (PDF)

Title: Predictors of Code-Switching in Young Spanish-English Bilinguals.
Creator: Tulloch, Michelle K., Hoff, Erika, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Code-switching is a common feature of bilingual language use and has multiple factors that influence the frequency and type of code-switching. 56 Spanish-English bilingual children recorded sessions of Spanish-designated and English-designated interactions with a caregiver at 2.5 and 3.5 years. These sessions were transcribed and coded for all code-switched utterances. At both ages, we found: (1) Children switched to English more frequently than they switched to Spanish. (2) Their degree of...
Show moreCode-switching is a common feature of bilingual language use and has multiple factors that influence the frequency and type of code-switching. 56 Spanish-English bilingual children recorded sessions of Spanish-designated and English-designated interactions with a caregiver at 2.5 and 3.5 years. These sessions were transcribed and coded for all code-switched utterances. At both ages, we found: (1) Children switched to English more frequently than they switched to Spanish. (2) Their degree of English dominance was a positive predictor of their frequency of switching to English, but a negative predictor of their frequency of switching to Spanish. Between 2.5 and 3.5 years, children became more English dominant, and their rate of switching to English increased while their rate of switching to Spanish decreased. The present findings suggest that the strongest influence on bilingual children’s code-switching is their relative proficiency in their two languages and as that proficiency changes, their code-switching changes.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013586
Subject Headings: Bilingualism in children, Code switching (Linguistics), Bilingualism in children--Research
Format: Document (PDF)

Title: Patterns of Early Dual Language Proficiency: Correlates, Changes, and Stability From 2.5 Years Through 4 Years.
Creator: Ramirez, Nicolette, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Research indicates that there are numerous factors related to dual language proficiency. Furthermore, research suggests that the language skills of bilingual children are very heterogeneous. In this study, we will focus on four outcomes for those receiving dual language input. Those four patterns of outcome are as follows: bilingual children can have high levels of skills in English and Spanish, high skills in English and low skills in the Spanish or vice versa, or low levels of skills in...
Show moreResearch indicates that there are numerous factors related to dual language proficiency. Furthermore, research suggests that the language skills of bilingual children are very heterogeneous. In this study, we will focus on four outcomes for those receiving dual language input. Those four patterns of outcome are as follows: bilingual children can have high levels of skills in English and Spanish, high skills in English and low skills in the Spanish or vice versa, or low levels of skills in English and Spanish. The present study focused on the prevalence of these four patterns and their concurrent correlates amongst 30 month old (N = 87, 48 females) and 48 month old (N = 74, 40 females) simultaneous English-Spanish bilinguals with special emphasis on the distinguishing factors for those with high dual language skills. Overall, for those with high dual scores, the findings reveal that gender, birth-order, and maternal level of education are predictive of high dual language scores so that members of this group are largely first-born females of mothers with an average 15.8 years of education. English dominant scores were predicted by percent English input in the home and birth-order so that children in this group were mostly later-born children with 65% English input in the home. Spanish dominant scores were predicted by percent English input in the home and Spanish bookreading behaviors as children in this group received 23% of their in-home input in English and were read to for more than one hour per week in Spanish. Low dual scores were marginally predicted by gender and Spanish book-reading behaviors, children in this group were mostly male and received less than an in hour of Spanish reading per week.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005935
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Bilingualism in children., Bilingualism in children--Research.
Format: Document (PDF)

Title: Dual Language Proficiencies of Second Generation Immigrants during Development and in Adulthood.
Creator: Giguere, David, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current studies tested the hypothesis, that early exposure is sufficient for nativelike proficiency. Study 1 compared the English skill of 116 5 year olds who had been exposed to English and Spanish from birth with English monolingual and found that the bilingual children had significantly lower levels of vocabulary skill. Study 2 assessed 65 adult bilinguals, comparing them to 25 English and 25 Spanish monolinguals on a battery of language measures. The bilinguals had lower scores in...
Show moreThe current studies tested the hypothesis, that early exposure is sufficient for nativelike proficiency. Study 1 compared the English skill of 116 5 year olds who had been exposed to English and Spanish from birth with English monolingual and found that the bilingual children had significantly lower levels of vocabulary skill. Study 2 assessed 65 adult bilinguals, comparing them to 25 English and 25 Spanish monolinguals on a battery of language measures. The bilinguals had lower scores in Spanish in 7 of the 8 domains of language skill measured. The bilinguals were not different from the English monolingual speakers in most, but not all, aspects of language proficiency. These findings provide evidence that the monolingual-bilingual gap observed in childhood is no longer evident among adult bilinguals, but that despite early exposure and continued use into adulthood, second generation immigrants are not native-like in their heritage language skills.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004981, http://purl.flvc.org/fau/fd/FA00004971
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Immigrants Language., Bilingualism., Language attrition.
Format: Document (PDF)

Title: The Contribution of Bilingualism to Cognitive Functioning and Biological Markers in the Progression of Normal and Abnormal Aging.
Creator: Torres Solano, Valeria Lucia, Rosselli, Monica, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Controversy surrounds the idea that bilingualism leads to enhanced executive function (EF) and brain volume changes, potentially leading to delays in cognitive decline and dementia onset. The purpose of this research was to explore these claims in a sample of elderly monolinguals and bilinguals. This study explored gray matter volume (GMV) in 214 monolinguals and bilinguals (Mage = 71.21, SD = 7.53) who were cognitively normal (CN) or diagnosed with Mild Cognitive Impairment (MCI) or dementia...
Show moreControversy surrounds the idea that bilingualism leads to enhanced executive function (EF) and brain volume changes, potentially leading to delays in cognitive decline and dementia onset. The purpose of this research was to explore these claims in a sample of elderly monolinguals and bilinguals. This study explored gray matter volume (GMV) in 214 monolinguals and bilinguals (Mage = 71.21, SD = 7.53) who were cognitively normal (CN) or diagnosed with Mild Cognitive Impairment (MCI) or dementia. Neuropsychological performance was also examined between CN and MCI monolinguals and bilinguals (N = 153) across two visits. Scores from the Digit Span Backwards, Stroop interference, Trail Making Test A minus Trail Making Test B, and category fluency average scores were used. Magnetic Resonance Imaging (MRI) brain regions associated with memory, language, and EF were selected. Additionally, the study examined how a Bilingualism Index (BI) and the age of acquisition of English could predict GMV and EF in Spanish/English bilinguals whose native language was Spanish. Lastly, the initial age of cognitive decline across language groups was compared. Results suggested higher GMV in language and EF regions in bilinguals, but differences were not found in memory regions. Furthermore, neuropsychological performance over time did not vary across language groups; however, bilinguals exhibited reduced Stroop interference as well as lower scores on Digit Span Backwards and category fluency. The age of acquisition of English did not predict GMV or EF scores, while the BI predicted category fluency, with lower scores associated with a higher degree of balanced bilingualism. Overall, the influence of bilingualism appears to be reflected in increased GMV in specific language and EF regions relative to neuropsychological performance.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013497
Subject Headings: Bilingualism, Cognition, Aging, Gray Matter, Neuropsychological Tests, Executive Function
Format: Document (PDF)

Title: The effects of language proficiency and task type on executive function and working memory performance in bilingual adults.
Creator: Lalwani, Laxmi N., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Research shows that bilingualism confers substantial cognitive benefits in children and the elderly. Bilingual advantages on nonverbal working memory, updating, shifting and inhibition tasks are widely reported. However, advantages are not always observed in young adults. These disparities may be due to varied proficiency levels and task types (verbal versus nonverbal) administered. This study sought to detect bilingual performance advantages on executive function and working memory tasks ...
Show moreResearch shows that bilingualism confers substantial cognitive benefits in children and the elderly. Bilingual advantages on nonverbal working memory, updating, shifting and inhibition tasks are widely reported. However, advantages are not always observed in young adults. These disparities may be due to varied proficiency levels and task types (verbal versus nonverbal) administered. This study sought to detect bilingual performance advantages on executive function and working memory tasks (verbal and nonverbal working memory, updating, shifting and inhibition tasks) between groups of 37 high and 37 low proficiency Spanish-English bilingual and 40 English monolingual young adults. ... Young adulthood may represent a lull during which bilingualism does not confer cognitive advantages for functions examined.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358602
Subject Headings: Bilingualism, Psychological aspects, Psycholinguistics, Cognition, Memory, Cognitive psychology
Format: Document (PDF)

Title: THE INFLUENCE OF MUSICAL TRAINING AND BILINGUALISM ON EXECUTIVE FUNCTION: AN ERP STUDY.
Creator: Lang, Merike K., Rosselli, Mónica, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The purpose of this study was to determine if there is an influence of bilingualism as well as musical experience and training on performance during tasks of executive function using electrophysiological (EEG) measures. The aims included: 1) analyzing differences across groups of bilinguals, monolinguals, bilingual musicians, and monolingual non-musicians on executive function tasks in their performance as well as in their corresponding event-related potentials (ERPs) to evaluate the effects...
Show moreThe purpose of this study was to determine if there is an influence of bilingualism as well as musical experience and training on performance during tasks of executive function using electrophysiological (EEG) measures. The aims included: 1) analyzing differences across groups of bilinguals, monolinguals, bilingual musicians, and monolingual non-musicians on executive function tasks in their performance as well as in their corresponding event-related potentials (ERPs) to evaluate the effects of experience-dependent neuroplasticity, and 2) correlating the ERP measures during executive function tasks with measures of bilingualism and musical training. We used three questionnaires to determine the level of bilingualism, years of instrument use, and musical experience, which were provided online in the first phase of the study through Qualtrics. For the second in-person testing phase of the study, three cognitive tasks that measured stimulus evaluation and working memory (Oddball), response inhibition (Go/No-Go), and cognitive flexibility (Wisconsin Card Sorting Test; WCST) were administered. Also, three behavioral tasks: Digit Span, Short Term Visual Memory Binding, and Corsi block tapping test assessed differences in working memory across the groups. Latency differences were observed for bilingual musicians in Standard trials at frontal electrodes, and faster reaction times to Deviant stimuli were observed in bilingual musicians compared to bilinguals, with no other significant results in response inhibition and cognitive flexibility. Therefore, this study demonstrated that musical experience may influence an individual’s speed in performing a task that uses working memory and stimulus evaluation of unexpected stimuli, as well as in their cognitive efficiency of updating as reflected by earlier peaks in the P300 ERP component.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013951
Subject Headings: Executive Function, Bilingualism, Music--Instruction and study
Format: Document (PDF)

Title: Attitudes towards multilanguage use among Latino and Asian immigrants in the United States.
Creator: Le, Cuong T., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic...
Show moreThis study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic identity, MEIM-R Commitment and Exploration, were related to each other both within Asian and Latino groups and in all participants combined. In the combined sample, education levels of participants' mothers was correlated with the MEIM-R subscale of Exploration. In addition, participants with a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Commitment than participants with an Associates Degree or below. Participants with mothers who possess a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Exploration than participants with mothers who possess an Associates Degree or below. Finally, Asian participants were found to have lower levels of MEIM-R Commitment when compared to Latino participants.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360953
Subject Headings: Second language acquisition, Bilingualism in children, Education, Bilingual, Social aspects, Group identity, Languages in contact, English language, Study and teaching, Foreign speakers, Ethnic relations
Format: Document (PDF)

Title: The emotional experience of language in English Spanish bilinguals.
Creator: Velez Uribe, Idaly, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Bilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and...
Show moreBilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and Spanish)and two sensory modalities (Visual and auditory). The differences in valence scores in Spanish (L1) and English (L2) were expected to be significantly higher when presented aurally than when presented visually. Additionally, taboo words were expected to yield larger differential scores than negative and positive words. The 2 X 3 general linear model (GLM) revealed no significant effect of sensory modality but a significant effect of word type. Additional analyses of the influence of language and sensory modality within each word category resulted in significant differences in ratings between languages. Positive word ratings were higher (more positive) in English than in Spanish.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004417
Subject Headings: Bilingualism -- Psychological aspects, Education, Bilingual, Emotions, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Psycholinguistics, Second language acquisition
Format: Document (PDF)

Title: False recognition driven by meaning and form: the dynamics of bilingual memory representations.
Creator: Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Activation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to...
Show moreActivation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to words studied in the other language was an indication of these effects. This study further investigated whether false recognition based on meaning and/or form is modulated by bilingual language proficiency.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362571
Subject Headings: Psycholinguistics, Language and languages, Psychological aspects, Bilingualism, Psychological aspects, Learning, Psychology of, Recollection (Psychology)
Format: Document (PDF)

Title: Family constellation and language experience as influences on bilingual first language acquisition.
Creator: Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed...
Show moreThis study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed that only children with two native Spanish-speaking parents had larger Spanish than English vocabularies and experienced more hours of Spanish-only exposure and Spanish-only conversational contexts. Analysis of covariance demonstrated that the effect of family composition on vocabulary balance was completely mediated by the balance of English and Spanish in the children's language exposure. There was no evidence of a unique effect of experiencing Spanish-only conversational contexts or partners on children's acquisition of Spanish.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/246048
Subject Headings: Language acquisition, Parent participation, Language arts (Early childhood), Hispanic American families, Language, Bilingualism in children
Format: Document (PDF)

Title: Influence of bilingualism on simple arithmetic.
Creator: Nishat, Towhid, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: It has been widely hypothesized that while doing arithmetic, individuals use two distinct routes for phonological output. A direct route is used for exact arithmetic which is language dependent, while an indirect route is used during arithmetic approximation and thought to be language independent. The arithmetic double route has been incorporated on the triple- code model that consists of visual arabic code for identifying strings of digits, magnitude code for knowledge in numeral quantities,...
Show moreIt has been widely hypothesized that while doing arithmetic, individuals use two distinct routes for phonological output. A direct route is used for exact arithmetic which is language dependent, while an indirect route is used during arithmetic approximation and thought to be language independent. The arithmetic double route has been incorporated on the triple- code model that consists of visual arabic code for identifying strings of digits, magnitude code for knowledge in numeral quantities, and verbal code for rote arithmetic fact. Our goal is to investigate whether language experience has an effect on the processing of exact/approximation math using bilingual participants who have access to two languages, using a theoretical arithmetic processing model, which has been validated across many studies. We have measured the two groups (monolinguals/bilinguals) processing speed for completing the two tasks (Exact/Approximation) in two codes (Arabic digit/Verbal). We hypothesized a faster reaction time in exact arithmetic task in compared to approximation in accordance with the triple-code model. We alsoexpected a main effect for the task (Exact vs.Approximation) independent of the input code when the stimulus was presented in either Arabic digit and/or verbal codes. Our results show exact arithmetic is faster than approximation of arithmetic facts in all codes supporting earlier theories. Also, there was no significant difference in processing speed between monolinguals and bilinguals when performing the arithmetic task in either Arabic and/or verbal codes. In addition, our investigation suggests a modification to the triple-code model when interpreting arithmetic facts in verbal code due to interference of two languages with bilingual participants. Additions to the model can be suggested when the stimulus is expressed in verbal code for visual identification, which may cause interference in bilinguals leading to a first language advantage due to language experience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004394
Subject Headings: Bilingualism, Computational complexity, Mathematical analysis, Mathematics -- Study and teaching (Elementary), Switching theory
Format: Document (PDF)

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