Working memory structure in young Spanish-English bilingual children

Mary Alt; Deanne R. Hunter; Roy Levy; Sarah Lynn Neiling; Kimberly Leon; Genesis D. Arizmendi; Nelson Cowan; Shelley Gray

doi:10.1017/S1366728924000580

Working memory structure in young Spanish-English bilingual children

Mary Alt, Deanne R. Hunter, Roy Levy, Sarah Lynn Neiling, Kimberly Leon, Genesis D. Arizmendi, Nelson Cowan, Shelley Gray

Research output: Contribution to journal › Article › peer-review

Abstract

Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical development, including 80 bilingual Spanish-English speakers and 167 monolingual English speakers in the United States, using a test battery for which structural equation models have been tested-The Comprehensive Assessment Battery for Children-Working Memory (CABC-WM). Results established measurement invariance across groups up to the level of scalar invariance.

Original language	English (US)
Journal	Bilingualism
DOIs	https://doi.org/10.1017/S1366728924000580
State	Accepted/In press - 2024
Externally published	Yes

Keywords

bilingual
children
invariance testing
models
working memory

ASJC Scopus subject areas

Education
Language and Linguistics
Linguistics and Language

Access to Document

10.1017/S1366728924000580

Cite this

@article{165fc8e6e4eb4b1c9ffe5ff99972b314,

title = "Working memory structure in young Spanish-English bilingual children",

abstract = "Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical development, including 80 bilingual Spanish-English speakers and 167 monolingual English speakers in the United States, using a test battery for which structural equation models have been tested-The Comprehensive Assessment Battery for Children-Working Memory (CABC-WM). Results established measurement invariance across groups up to the level of scalar invariance.",

keywords = "bilingual, children, invariance testing, models, working memory",

author = "Mary Alt and Hunter, {Deanne R.} and Roy Levy and Neiling, {Sarah Lynn} and Kimberly Leon and Arizmendi, {Genesis D.} and Nelson Cowan and Shelley Gray",

note = "Publisher Copyright: {\textcopyright} The Author(s), 2024.",

year = "2024",

doi = "10.1017/S1366728924000580",

language = "English (US)",

journal = "Bilingualism",

issn = "1366-7289",

publisher = "Cambridge University Press",

}

TY - JOUR

T1 - Working memory structure in young Spanish-English bilingual children

AU - Alt, Mary

AU - Hunter, Deanne R.

AU - Levy, Roy

AU - Neiling, Sarah Lynn

AU - Leon, Kimberly

AU - Arizmendi, Genesis D.

AU - Cowan, Nelson

AU - Gray, Shelley

N1 - Publisher Copyright: © The Author(s), 2024.

PY - 2024

Y1 - 2024

N2 - Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical development, including 80 bilingual Spanish-English speakers and 167 monolingual English speakers in the United States, using a test battery for which structural equation models have been tested-The Comprehensive Assessment Battery for Children-Working Memory (CABC-WM). Results established measurement invariance across groups up to the level of scalar invariance.

AB - Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical development, including 80 bilingual Spanish-English speakers and 167 monolingual English speakers in the United States, using a test battery for which structural equation models have been tested-The Comprehensive Assessment Battery for Children-Working Memory (CABC-WM). Results established measurement invariance across groups up to the level of scalar invariance.

KW - bilingual

KW - children

KW - invariance testing

KW - models

KW - working memory

UR - http://www.scopus.com/inward/record.url?scp=85212449224&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85212449224&partnerID=8YFLogxK

U2 - 10.1017/S1366728924000580

DO - 10.1017/S1366728924000580

M3 - Article

AN - SCOPUS:85212449224

SN - 1366-7289

JO - Bilingualism

JF - Bilingualism

ER -

Working memory structure in young Spanish-English bilingual children

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this