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oa Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - Verskille in nieverbale kognitiewe vermoëns van eentalige teenoor tweetalige meisies

 

Abstract

Die doel van hierdie studie was om die nieverbale kognitiewe vaardighede van 'n steekproef eentalige teenoor tweetalige meisies (N = 52) te vergelyk. Die invloed van tweetaligheid op kognitiewe aspekte soos kreatiwiteit, analitiese oriëntasie, kognitiewe styl, sensitiwiteit in kommunikasie, selektiewe aandag en metalinguistiese vermoëns is daarom onder die loep geneem. Eentalige (Engels) (N = 24) en tweetalige (Duits-Engels) (N = 28) regshandige meisies tussen die ouderdomme van 11 en 13 jaar is vergelyk deur gebruik te maak van vier nieverbale toetsbatterye, naamlik 'n Kreatiwiteit-battery (drie toetse), 'n Kognitiewe Styl-battery (drie toetse), 'n Perseptuele Spoed-battery (vier toetse) en 'n Ruimtelike Vaardighede-battery (vier toetse). Cattell se Kultuurbillike Toetse is gebruik om te verseker dat die twee groepe dieselfde gemiddelde intelligensie toon. Statisties beduidende verskille tussen die groepe is in die toetsresultate van sowel die Perseptuele Spoed-battery as die Ruimtelike Battery gevind. In albei gevalle het die eentalige groep beter presteer. Geen verskille is tussen die twee groepe gevind met betrekking tot die Kreatiwiteit- en Kognitiewe Styl-batterye nie. Die resultate word teen die agtergrond van bestaande navorsingsdata geïnterpreteer en voorstelle vir toekomstige navorsing word gemaak.

The purpose of the study was to compare the nonverbal cognitive abilities of a sample of monolingual versus bilingual girls (N = 52). The influence of bilingualism on cognitive aspects such as creativity, analytical orientation, cognitive style, sensitivity in communication, selective attention and metalinguistic abilities was investigated. Monolingual (English) (N = 24) and bilingual (German-English) (N = 28) right-handed girls between 11 and 13 years were compared, using four non-verbal test batteries, namely a Creativity Battery (three tests), a Cognitive Style Battery (three tests), a Perceptual Speed Battery (four tests) and a Spatial Battery (three tests). Cattell's Culture Fair Tests were used to ascertain that the two groups had the same mean intelligence. Statistically significant differences between the groups were found in the test results of the Perceptual Speed Battery, favouring the monolingual children. All three subtests of the Spatial Battery also showed statistically significant differences between the groups, favouring the monolingual group. No differences were found between the two groups regarding the Creativity and Cognitive Style Batteries. The results are interpreted against the background of existing research data and suggestions for future research are made.

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/content/litnet/7/1/EJC62243
2010-03-01
2016-12-06
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