Cognition, culture and language in bilingual children: conceptual and semantic development
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
San Francisco [u.a.]
Austin & Winfield
1995
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIX, 272 S. graph. Darst. |
| ISBN: | 1572920130 1572920122 |
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| 245 | 1 | 0 | |a Cognition, culture and language in bilingual children |b conceptual and semantic development |c Virginia Gonzalez |
| 264 | 1 | |a San Francisco [u.a.] |b Austin & Winfield |c 1995 | |
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| 650 | 4 | |a Cognición en niños | |
| 650 | 4 | |a Lenguje y cultura | |
| 650 | 4 | |a Bilingualism in children | |
| 650 | 4 | |a Cognition in children | |
| 650 | 4 | |a Language and culture | |
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Datensatz im Suchindex
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|---|---|
| adam_text | TABLE OF CONTENTS
Page
Foreword xiii
Preface xv
Acknowledgments xvii
Abstract 1
Chapter 1: INTRODUCTION
Introduction 3
Research Probl em 5
Methodological Problems of Major Modern Models and Approaches to the Study of
the Formation of Semantic Categories 7
Influence of Operational Definitions of Cognitive and Linguistic Knowledge
Constructs 11
Research Methodology 11
Importanceof Studying Bilingual Subjects for Enhancing the Understanding of the
Problem of the Formation of Semantic Categori es 12
tHistorical Evolution of the Study of Bilingualism and Cognition 13
The disadvantage hypothesis 13 H
The advantage hypothesis 13
The Model of Cognitive, Cultural and Linguistic Variables Proposed 22
Conclusion and Statement of the Problem 32
Chapter 2: LITERATURE REVIEW
Introduction 35
Assessment Issues in Bilingual Education 35
Policylssues for the Assessment of LanguageMinority Children 35
Need for Assessment Instruments for Language Minority Children 37
Need for Psycholinguistic Models for Developing Assessment Instruments
orMethods for Language Minority Children 38
Linguistic and Cognitive Issues in Gender Assignment 39
Ü Cognition, Culture, and Language
Overview of the Historical Evolution of Linguistic Structures and Markers
forGender 39
Spanish Language 39
English Language 42
Cognitive Developmental Studies Focused on Linguistic Gender Assignments.. 43
Different Interdisciplinary Approaches to the Study of the Problem of Knowledge
Representation 47
Philosophical Antecedents to the Problem of Knowledge Representation 47
Models of Symbolic Representation in Bilinguals 50
¦¦ The Relationship Between Cognition and Language 56
Cognition is Dependent Upon Language 57
Language and Cognition are Independent of Each Other 58
Strong Cognition Hypothesis 58
-- Weak Cognition Hypothesis 61
* Language and Cognition Share a Common Source and Develop Along
Parallel Lines 62
^ / Interaction Between Language and Cognitive Development 63
Classic Problem of the Formation of Semantic Categories 64
Traditional Model 65
Strong Cognition Hypothesis: Specific to General Dimensions 65
Weak Cognition Hypothesis with the Influence of Sociocultural Factors.. .70
Weak Cognition Hypothesis with the Influence of Linguistic Factors 74
Triple Interactional Models: Cognitive-Unguistic-Sociocultural Factors 75
Characteristic attribute model s 75
Constraint model 78
Sociocultural/content knowledge m od el 83
Chapter 3: METHOD
Subjects ,. 87
Instruments
Standardized Measures 89
The IDEA Oral Language Proficiency Test 89
The Test of Nonverbal Intelligence (TONI) 89
AI temati ve Measures 90
Classroom Observations 90
Table of Contents iii
Teacher s Ratings 91
The Home Language Survey (HLS) 93
Experimental Stimuli 94
Conceptual Variables 95
Cultural Variables 95
Linguistic V ari abl es 96
Original Stimuli forTasks 97
Judges 97
Teachers 97
Linguists 98
Educational Diagnostician 98
Pilot Tests 99
Tasks (Dependent Variables) 103
LabelingandDefiningTasks 103
SortingTask 105
Verbal Justification of Sorting Task 105
Category Clue Task 105
Procedures 105
SubjectSelection 105
Counterbalanced Assignmentof Subjects 106
Gassi fication
Tasks 107
Administration of the Classification Tasks 107
Tasks Instructions 107
LabeHng and defining tasks 107
Sorting task 110
Verbal justification of sorting task 111
Category clue task 113
Data Analysis 115
The IDEA Language Proficiency Test 115
The Test of Nonverbal Intelligence (TONI) 115
The Teacher s Ratingsand the Home Language Survey 116
Scoring for Classification Tasks 116
Language Development: Labeling Task 125
Objectlevel 125
Genderlevel 125
IV Cognition, Culture, and Language
Verbal General Classification System: Defimng and Verbal Justification of
Sorting Tasks 125
No classification 125
Pre-conceptual: Perceptual features 126
Pre-conceptual: Functional 126
Conceptual: Concrete 1 evel 126
Metalinguistic 1 evel 126
Verbally Gender: Defimng and Verbal Justification of Sorting Tasks.... 127
No classification 127
Pre-conceptual: Perceptual features 127
Pre-conceptual Functi onal 127
Conceptual: Concrete level 128
Metalinguisti clevel 128
Non-Verbal General Classification System: Sorting and Category Clue
Tasks 129
No classification 129
Pre-conceptual: Perceptual features 129
Pre-conceptual: Functional 130
Conceptual: Concrete level 131
Metalinguistic level 132
Non-verbal Gender: Sorting and Category Clue Tasks 132
No classification 132
Pre-conceptual: Perceptual features 133
Pre-conceptual: Functional 133
Conceptual: Concrete level 133
Metalinguistic level 134
Design of Data Analysis 134
Chapter 4: Analysis of Results
Introduction 137
Non-Parametric Analysis of Data 138
^ Language development versus conceptual development 139
Tasks of verbal and non-verbal conceptual development versus level of
conceptual development for the general classification scoring System 149
Tasks of verbal and non-verbal conceptual development versus level of
conceptual development for the geder-based classification scoring
Table of Contents V
System 152
/ Language developmental level versus the name given to the item at and object
and gender level 156
Parametric StatisticTests: Principal Components Analyses 165
Principal component analyses by the five areas of point assignments for the
Spanish language 171
Principal component analyses by the five areas of point assignments for the
English language 178
Parametric Statistic Tests: Stepwise Linear Multiple Regression Analysis 186
Stepwise multiple linear regression analyses using language and verbal
conceptual development as predictors and non-verbal general and gender-based
classification Systems as dependent variables 187
Stepwise multiple linear regression analysis using formal and informal measures
of language proficiency and non-verbal intelligenceas predictors and the five
areas of point assignments as the dependent variables 203
Chapter 5: Discussion and Conclusions
Limitations 223
Major Findings 225
- -x _ Relationship Between Language and Conceptual Development 226
/Relationship Between the Developmental Levels Achieved in Verbal and Non¬
verbal Classification Tasks 227
Relationship between verbal development in reference to general
classification Systems and different cultural objects 227
Relationship between verbal and non-verbal development in reference to
gender-based classification Systems 229
Relationship between verbal and non-verbal development in reference to
general and gender-based classification Systems and different levels of abstract
categories 234
Conclusions about the relationship of the influence of cognitive, cultural,
and linguistic factors on the construction of semantic and abstract categories of
bilingualchildren 234
y Relationship Between the Bilingual Child s Ability to Label the Item and to Know
its Linguistic Gender Assignment 240
Bilingual Children s Performance in Language and Conceptual Development, and
Verbal and Non-verbal Classification Tasks 240
Vl Cognition, Culture, and Language
Revised Model of the Influence of Conceptual, Cultural, and Linguistic Variables
on the Construction of Abstract and Semantic Categories in Bilingual
Chüdren 243
Conclusions 248
Theoretical and Educational Implications of this Research Study 251
Program of Work Derived from this Research S tudy 251
Ref erences 255
Index 271
Author s Biographical Statement 273
i
Table of Contents vii
LISTOFFIGURES
Fi-gure
Number
Page
1 Schema of the model of the influence of linguistic structures and markers and
sociocultural symbolic meanings on the construction of concepts 25
2 Schema of the six different cases of possible combinations of cognitive, cultural,
and linguistic variables 27
3 Revised model of the influence of conceptual, cultural, and linguistic variables
on the construction of abstract and semantic categories in bilingual
children 244
Vlll Cognition, Culture, and Language
LISTOFTABLES
Table
Number Page
1 Fourteen Groupings of the Original Pool of Experimental Stimuli 100
2 Constructs and Levels forEachTasks (Dependent Variables) 104
3 Counterbalanced Order of Administration of the Fi ve Tasks According
toSets of Stimuli and First and Second Language 108
4 Categones of Language Proficiency Achieved in the IDEA Test in English,
Scores on TONI, Teacher s Ratings, and Home Language Survey for the Spanish
and English Language by Subject 117
5 Double Scoring Classification System for Tasks: General and Gender-Based
Criteria 119
6 Double Scoring Classification System for the Defining Task 122
7 Double Scoring Classification System for the Sorting, Category Clue, and
Verbal Justification for Sorting Tasks 124
8 Summary of Chi-square Tests of Association, Degrees of Freedom, CrameY Vc
Statistic and Level of Significance for the Twenty Four Two-Way Tables for
Animalsand Food ObjectReferents, and for the Spanish and the English
Languages 140
9 Frequencies of Conceptual Versus Language Developmental Levels for Animal
ObjectsReferentsTasted in Spanish 145
10 Frequencies of Conceptual Versus Language Developmental Level for Food
ObjectsReferentsTasted in Spanish 146
Table of Contents ix
11 Frequencies of Conceptual Versus Language Developmental Levels for Animal
ObjectsReferentsTastedm English 147
12 Frequencies of Conceptual Versus Language Developmental Levels for Food
Obj ects Referen ts TastedinEnglish 148
13 Frequencies of Level of Conceptual Development at General Classification
System Versus Task for Ammals Object Ref eren ts and the Spanish Language
157
14 Frequencies of Level of Conceptual Development at General Classification
System Versus Task for Food Object Referents and the Spanish
Language 158
15 Frequencies of Level of Conceptual Development at General Classification
System Versus Task for Animal Object Referents and the English
Language 159
16 Frequencies of Level of Conceptual Development at General Classification
System Versus Task for Food Object Referents and the English
Language 160
17 Frequencies of Level of Conceptual Development at Gender-Based
Classification System Versus Task for Animal Object Referents and the Spanish
Language 161
18 Frequencies of Level of Conceptual Development at Gender-Based
Classification System Versus Task for Food Object Referents and the Spanish
Language 162
19 Frequencies of Level of Conceptual Development at Gender-Based
Classification System Versus Task for Animal Object Referents and the English
Language 163
20 Frequencies of Level of Conceptual Development at Gender-Based
Classification System Versus Task for Food Object Referents and the English
X Cognition, Culture, and Language
Language 164
21 Language Developmental Level Versus Object Level Name forAnimal and
Food Object Referents and theEnglish Language 166
22 Language Developmental Level Versus Gender Level Name for Animal and
Food Object Referents for theSpanish Language 167
23 Language Developmental Level Versus Object Level Name for Animal and
Food Object Referents for the English Language 168
24 Language Developmental Level Versus Gender Level Name for Animal and
Food Object Referents for the English Language 169
25 Final Communality Estimates by Each Variable, Variance Explained by Each
Retained Factor in the Orthogonal Transformation Matrix by Area of Point
Assignments for the Spanish Language : 173
26 Final Communality Estimates by Each Variable, Variance Explained by Each
Retained Factor in the Orthogonal Transformation Matrix by Area of Point
Assignments for the Spanish Language 180
27 Task Numbers by Area of Point Assignments for the Spanish and the English
Languages 182
28 Summary of Multiple Linear Regression Analyses Using Language and Verbal
Conceptual Development as Predictors and Non- Verbal General and Gender-
Based Classification Systems as Dependent Variables for the Spanish
Language 191
29 Summary of Multiple Linear Regression Analyses Using Language and Verbal
Conceptual Development as Predictors and Non-Verbal General and Gender-
Based Classification Systems as Dependent Variables for the English
Language 196
30 Summary of Multiple Linear Regression Analyses Using Formal and Informal
Table of Contents xi
Measures as Predictors and the Five Main Areas of Point Assignment as
Dependent Variables for the Spanish Language 204
31 Summary of Multiple Linear Regression Analyses Using Formal and Informal
Measures as Predictors and the Five Main Areas of Point Assignment as
Dependent Variables for the English Language 213
|
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| indexdate | 2024-07-09T18:04:11Z |
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| spelling | Gonzalez, Virginia Verfasser aut Cognition, culture and language in bilingual children conceptual and semantic development Virginia Gonzalez San Francisco [u.a.] Austin & Winfield 1995 XIX, 272 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Cognición en niños Lenguje y cultura Bilingualism in children Cognition in children Language and culture Kognitive Entwicklung (DE-588)4133279-9 gnd rswk-swf Zweisprachigkeit (DE-588)4068227-4 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Spracherwerb (DE-588)4056458-7 gnd rswk-swf Spracherwerb (DE-588)4056458-7 s Zweisprachigkeit (DE-588)4068227-4 s DE-604 Kind (DE-588)4030550-8 s Kognitive Entwicklung (DE-588)4133279-9 s HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=007445556&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Gonzalez, Virginia Cognition, culture and language in bilingual children conceptual and semantic development Cognición en niños Lenguje y cultura Bilingualism in children Cognition in children Language and culture Kognitive Entwicklung (DE-588)4133279-9 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Kind (DE-588)4030550-8 gnd Spracherwerb (DE-588)4056458-7 gnd |
| subject_GND | (DE-588)4133279-9 (DE-588)4068227-4 (DE-588)4030550-8 (DE-588)4056458-7 |
| title | Cognition, culture and language in bilingual children conceptual and semantic development |
| title_auth | Cognition, culture and language in bilingual children conceptual and semantic development |
| title_exact_search | Cognition, culture and language in bilingual children conceptual and semantic development |
| title_full | Cognition, culture and language in bilingual children conceptual and semantic development Virginia Gonzalez |
| title_fullStr | Cognition, culture and language in bilingual children conceptual and semantic development Virginia Gonzalez |
| title_full_unstemmed | Cognition, culture and language in bilingual children conceptual and semantic development Virginia Gonzalez |
| title_short | Cognition, culture and language in bilingual children |
| title_sort | cognition culture and language in bilingual children conceptual and semantic development |
| title_sub | conceptual and semantic development |
| topic | Cognición en niños Lenguje y cultura Bilingualism in children Cognition in children Language and culture Kognitive Entwicklung (DE-588)4133279-9 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Kind (DE-588)4030550-8 gnd Spracherwerb (DE-588)4056458-7 gnd |
| topic_facet | Cognición en niños Lenguje y cultura Bilingualism in children Cognition in children Language and culture Kognitive Entwicklung Zweisprachigkeit Kind Spracherwerb |
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