Bilingualism Narrows Socioeconomic Disparities in Executive Functions and Self‐Regulatory Behaviors During Early Childhood: Evidence From the Early Childhood Longitudinal Study

Socioeconomic status (SES) and bilingualism have been shown to influence executive functioning during early childhood. Less is known, however, about how the two factors interact within an individual. By analyzing a nationally representative sample of approximately 18,200 children who were tracked fr...

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Veröffentlicht in:	Child development 2019-07, Vol.90 (4), p.1215-1235
Hauptverfasser:	Hartanto, Andree, Toh, Wei X., Yang, Hwajin
Format:	Artikel
Sprache:	eng
Schlagworte:	Behavior Bilingualism Child Child Behavior Child Development - physiology Child, Preschool Childhood Children Classrooms Correlation Disadvantaged Early childhood education Elementary School Students Executive Function Executive Function - physiology Female Humans Inhibition Language Longitudinal Studies Male Multilingualism Power Prediction Self Control Short term memory Social Class Socioeconomic factors Socioeconomic Status Verbal Ability Vulnerable Populations Young Children
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