Showing 6 results for Bilingual
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Volume 3, Issue 3 (3-2016)
Abstract
Inquiring the cognitive Control, social problem solving and self-esteem between monolingual and bilingual students.
Abstract
This study aims to inquiry the cognitive control, social problem solving and self-esteem of the students of Kurdish-Persian language bilingual and ones of Persian language monolingual. research method was causal-comparative type .The sample consisted of 80 students (40 monolingual students, 40 bilingual students) who were selected by the mean of the multi-stage cluster sampling. To collect data from the Wisconsin Card Sorting Test Grant & Berg (1948), Revised Social Problem Solving Inventory Dyzhryla (2002, Kooper Smith Self Esteem (1967) was used. Data were analyzed using multivariate analysis of variance and T-test for independent samples. The results showed that bilingual and monolingual students there are significant differences in terms of cognitive control and self-esteem. Bilingual performance was better than the monolingual performance. But unlike previous research in the field of social problem-solving, there was no significant difference. According to the results we can say that because bilingual students are faced with two systems of rules of language and their knowledge of the language is more than monolingual students ,then they in terms of cognitive have superiority. And that each language has its own cultural burden ,and this cultural burden is the experience from wide range of information and support that has a positive effect on self-esteem .And in social problem-solving is probably the type of bilingualism, expertise and skills of peoples in a second language, the richness of the environment, the opportunity for two languages as well as methodologies cause to strengthen or weaken the second language learning and had different effects.
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Volume 3, Issue 3 (3-2016)
Abstract
The aim of the present study was examining cognitive functions, listening pre-skills and linguistic abilities in monolingual and bilingual children. The research design was causal-comparative. Thirty 6 to 12- year-old bilingual children of Polyglot Center of Iran and thirty 6 to12-year-old monolingual children of Lego Center consisted the statistical population of this study. Purposeful and available sampling method was used in the present study. Language Development Test, Wechsler Nonverbal Intelligence Test and Listening Pre-Skills Test were the tools used in this study. Data were analyzed using multivariate variance analysis. The results showed that there is a significant difference between monolingual and bilingual children in case of cognitive functions, listening pre-skills and linguistic abilities. parents and education officials are recommended to provide comprehensive and various programs to improve cognitive skills needed for language learning.
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Volume 4, Issue 1 (9-2016)
Abstract
The purpose of the present study was to compare the creativity and critical thinking between bilingual students of Persian-Armenian language and monolingual students of Persian language. The study method is causal-comparative. Statistical community is all Bilingual of Persian-Armenian language and monolingual of Persian language students in first year of high school in the Tehran city in the 1393-94 academic year. The sample group is included 120( 60 monolingual students and 60 bilingual students and each group consisted of 30 male and 30 female) that were selected by multistage cluster sampling method. To collect data used from Abedi creativity test and California critical thinking skills test. Data using independent sample t-test were analyzed. The results showed that there is not significant difference between monolingual and bilingual students in creativity and it subscales (including fluency, elaboration, originality and flexibility) and critical thinking and it subscales (including analysis, inference, evaluation, deductive reasoning and inductive reasoning) mean scores. Also there is not significant difference between male and female students in critical thinking and it subscales mean scores and creativity and it subscales with the exception of flexibility subscale. Mean scores of female students in flexibility from creativity subscales was higher than of male students. In explaining these results we can say that due to the not found significant difference between creativity and critical thinking of monolingual and bilingual students as two cognitive skills, Therefore, bilingualism is not a defect and obstacle for bilingual students cognitive development and with proper educational strategy bilingualism becomes an opportunity for the cognitive skills development.
Alireza Moradi, Mahboobeh Bagheri, Peyman Hassani Abharian,
Volume 6, Issue 4 (3-2019)
Abstract
The aim of this research was to determine the effectiveness of tDCS and cognitive rehabilitation of working memory and the combination of these two methods on speed of processing and symptoms of dyslexia on bilingual children. Research method; semi experimental (pre-test, post-test and control group). Research population included all of the bilingual children at both sex at the age of 7-11 in Tehran and Kahrizak cities. Available samples were selected through Wexler intelligent questionnaire and Nama dyslexia test scores, so that 40 dyslexic students (based on school diagnostic system) and situated randomly in 4 groups: a) intervention by tDCS brain stimulation, b) computational cognitive rehabilitation via working memory module of RehaCom, c) simultaneous intervention of computational cognitive rehabilitation and brain stimulation tDCS and d) control group. Nama and speed of processing (SDMT) tests have been performed on all of the four groups in pre-test and post-test in order to data collecting. Data analysis results using analysis of multi-variable covariance in SPSS-22 showed that mentioned interventions could have meaningful changes in speed of processing and in decreasing dyslexia symptoms. Post hoc test results also showed that combination method first of all and then brain stimulation method have been the most effectiveness, but the mere computational cognitive rehabilitation method has not been influenced on these two variables alone.
Marzie Samimifar, Sahar Bahrami-Khorshid, Soghra Akbari Chermahini, Maryam Esmaeilinasab, Elham Fayyaz,
Volume 8, Issue 3 (12-2020)
Abstract
Recent research has indicated the influence of bilingualism on many cognitive and emotional processes. The aim of the present study was to investigate the role of bilingualism in processing anger in Turkish-Persian bilinguals’ first (L1) and second (L2) language. To achieve this goal, 18 Turkish-Persian sequential bilingual students with an average age of 26 from different universities in Tehran were selected with targeted sampling to participate in this quasi-experimental research. Participants completed the language history questionnaire, the General Health questionnaire, and the Positive and Negative affect schedule questionnaire, in addition to a computerized task designed to induce anger and determine the meaningfulness of Turkish and Persian words and non-words. Repeated measures ANOVA revealed that the participants significantly spent more time on determining the meaningfulness of words when they were induced with anger in comparison to the normal condition. Moreover, they were significantly slower in selecting Turkish words compared to Persian ones. Regarding the comparison of the two languages in both conditions separately, paired comparison results demonstrated that participants’ reaction time to Turkish words in anger inducing conditions was significantly longer. Thus, it could be proposed that Turkish-Persian bilinguals are more involved in their first language in emotional states, specifically anger states, and the Turkish language has more and deeper emotional associations for them, hence their emotional involvement is stronger for their mother tongue than for their second language.
Mr Mohammad Reza Zoghi Paydar, Miss Nasrin Yousefi,
Volume 10, Issue 4 (3-2023)
Abstract
In different parts of the world, people speak different languages to each other. Some parts of the world are more linguistically rich and more than one language is spoken in those regions. The aim of this study was to evaluate and evaluate the executive functions of the brain including cognitive flexibility, selective attention and response inhibition in monolingual and bilingual male and female students of Bu Ali Sina University of Hamadan. This research has been done by descriptive and causal-comparative method using complex Stroop computer test. The statistical population selected for this study were bilingual and monolingual students of Bu Ali Sina University. The test was performed on 214 male and female students. Data obtained from 165 students were analyzed by independent t-test and one-way analysis of variance. The obtained results showed that there is a significant difference between gender and executive functions studied in this study. But there was no significant difference between bilingual and monolingual individuals with these functions. In this study, we concluded that gender affects the executive functions of the brain, but bilingualism and monolingualism do not affect the executive functions of the brain.
