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Episodic and semantic memory in bilingual and monolingual children
Stockholm University, Faculty of Social Sciences, Department of Psychology.
Stockholm University, Faculty of Social Sciences, Department of Psychology.
Stockholm University, Faculty of Social Sciences, Department of Psychology.
2003 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, Vol. 44, no 1, 47-54 p.Article in journal (Refereed) Published
Abstract [en]

Although bilinguality has been reported to confer advantages upon children with respect to various cognitive abilities, much less is known about the relation between memory and bilinguality. In this study, 60 (30 girls and 30 boys) bilingual and 60 (30 girls and 30 boys) monolingual children in three age groups (mean ages 8.5, 10.5 and 12.5 years) were compared on episodic memory and semantic memory tasks. Episodic memory was assessed using subject-performed tasks children learned subject-performed tasks (with real or imaginary objects) and verbal task, with retrieval by both free recall and cued recall. Semantic memory was assessed by word fluency tests. Positive effects of bilingualism were found on both episodic memory and semantic memory tasks at all age levels. These findings suggest that bilingual children integrate and/or organize the information of two languages, and so bilingualism creates advantages in terms of cognitive abilities (including memory). Some sex differences were also found in episodic memory but not in semantic memory. This episodic memory difference was found with younger children.

Key words: “bilingualism”, “episodic memory”, “semantic memory”, “action memory”, “verbal memory”, “children”

Place, publisher, year, edition, pages
2003. Vol. 44, no 1, 47-54 p.
Identifiers
URN: urn:nbn:se:su:diva-12820OAI: oai:DiVA.org:su-12820DiVA: diva2:179340
Available from: 2008-02-08 Created: 2008-02-08 Last updated: 2011-01-13Bibliographically approved

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