Chinese-English bilinguals' theory-of-mind development.
Published: 2004
Language: eng
Subjects: Bilingualism in children.; Chinese -- Ontario -- Toronto -- Language.; Children of immigrants -- Ontario -- Toronto -- Language.; Philosophy of mind in children.
Description: Results from Multivariate Analysis of Covariance showed that bilinguals are more advanced in their cognitive as well as theory-of-mind development after the effects of 3 covariates (age, verbal and nonverbal abilities) were taken into account. Further analysis with Hierarchical Multiple Linear Regressions suggested that bilinguals' advantage in theory-of-mind development mostly hinges on their advantage in cognitive development (e.g., inhibitory control, reasoning, and metalinguistic awareness). Educational implications as well as suggestions for further studies were also discussed.This study investigated Chinese-English bilinguals' theory-of-mind development. It draws on the literatures of two related areas of research of young children's development: children's theory of mind and childhood bilingualism.The present study planned to verify the following statement: Bilinguals are more advanced in their cognitive as well as theory-of-mind development. The aim was achieved by comparing 31 balanced bilingual preschoolers' and 29 monolingual preschoolers' performance on 3 cognitive tasks and 4 theory-of-mind tasks. The 3 cognitive tasks employed included 1 reasoning task (Dimensional Change Card Sort Task) and 2 metalinguistic awareness tasks (Moving Word Task and Synonym Production Task).
Notes: Adviser:  Janet W. Astington.

Thesis (Ph.D.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3688.