Influence of Processing Speed on the Performance of Verbal Tasks among Preschool-Age Children across Diverse Sociocultural Contexts of Bilingualism
The effectiveness of verbal tasks involving comprehension, analysis, and utilization of language within social interactions undergoes significant transformations due to sociocultural influences associated with bilingualism in multilingual states. Notably, these variations in task efficacy can be attributed to processing speeds of children, contingent upon the alignment-or lack thereof-between family communicative languages and those employed in early childhood educational settings. Goals & objectives. This research analyzes the importance of how processing speed impacts the execution of verbal tasks among older preschoolers across diverse sociocultural conditions characterized by varying levels of linguistic usage between family and learning in educational settings. Materials and methods. In this study, a total of 818 older preschool participants (mean age 6.4 years, SD 0.4) taken from eight federal regions in Russia were used. These regions prominently feature both Russian-the official national language-and regional indigenous tongues. Data analyses relied on Two-Way Analysis of Variance (ANOVA) complemented by linear regression modeling. Results. Significant group-level discrepancies emerged specifically regarding two types of verbal tasks: differentiation of critical attributes and generalized categorization. Children whose family-communicative and educational-language systems either fully aligned or partially overlapped demonstrated superior performance compared to peers experiencing complete mismatches. Furthermore, the role played by processing speed varied considerably based on the level of congruence between family and preschool educational organizations linguistic environments. Specifically, it accounted for up to 16% of variability in task success rates when languages partially coincided but contributed minimally (3%) in cases of full overlap, while being nonexistent in situations of misalignment. Conclusions. Sociocultural dynamics arising from family and educational institutions, shaped by the child's experience of bilingualism within a multicultural society, directly modulate the extent to which processing speed contribute to successful completion of specific verbal tasks, thereby influencing overall outcomes of task performance.
Keywords
processing speed,
verbal tasks,
classification,
generalization,
inferential reasoning by analogy,
languages of family communication,
languages of nurturing and instruction in preschool educational organizations,
older preschoolersAuthors
| Tikhomirova Tatiana N. | Russian Academy of Education | tikho@mail.ru |
| Malykh Artem S. | Russian Academy of Education | malykhartem86@gmail.com |
Всего: 2
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