Imperial College London
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Professor Mireille B Toledano

Faculty of Medicine, School of Public Health

Mohn Chair; Population Child Health & Director-Mohn Centre
 
 
 
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Contact

 

m.toledano Website

 
 
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Location

 

525Medical SchoolSt Mary's Campus

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Summary

 

Publications

Citation

BibTex format

@article{Filippi:2022:10.1080/13670050.2022.2064191,
author = {Filippi, R and Ceccolini, A and Booth, E and Shen, C and Thomas, MSC and Toledano, MB and Dumontheil, I},
doi = {10.1080/13670050.2022.2064191},
journal = {International Journal of Bilingual Education and Bilingualism},
pages = {1--18},
title = {Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort},
url = {http://dx.doi.org/10.1080/13670050.2022.2064191},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11–12 (T1) and 13–15 years old (T2). Cognitive measures were derived from tasks of cognitive flexibility, verbal, spatial and visuo-spatial working memory, speech processing and non-verbal reasoning. Using SES information collected through questionnaires (school type, level of deprivation, parental education and occupation), the sample was clustered into high/medium/low SES groups. Comparisons focused on 517 monolingual and 329 multilingual pupils in the high/low SES groups. Having controlled for multiple comparisons, the results indicated a significant beneficial effect of bilingualism in measures of working memory, visuo-spatial processing and non-verbal reasoning. These effects were present in both high and low SES individuals and sustained at both times of development, with a particularly significant improvement of working memory abilities in low SES bilinguals at T2 as compared to monolingual peers. Theoretical and practical implications of these findings are considered and guidance for educators is discussed.
AU  - Filippi,R
AU  - Ceccolini,A
AU  - Booth,E
AU  - Shen,C
AU  - Thomas,MSC
AU  - Toledano,MB
AU  - Dumontheil,I
DO  - 10.1080/13670050.2022.2064191
EP  - 18
PY  - 2022///
SN  - 1367-0050
SP  - 1
TI  - Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort
T2  - International Journal of Bilingual Education and Bilingualism
UR  - http://dx.doi.org/10.1080/13670050.2022.2064191
UR  - http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000784058500001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=1ba7043ffcc86c417c072aa74d649202
UR  - https://www.tandfonline.com/doi/full/10.1080/13670050.2022.2064191
UR  - http://hdl.handle.net/10044/1/97729
ER  -
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