conférence lundi 22 jan ****14h00**** ** MATSUO/SIEGAL

[Bridget Copley]

Le programme "Temporalité: Typologie et Acquisition" (temptypac) de la
Fédération "Typologie et Universaux Linguistiques" du CNRS a le plaisir
d'annoncer un exposé:

Bilingualism, conversational understanding and cognitive development

Ayumi MATSUO et Michael SIEGAL

Date : lundi 22 janvier
Lieu : Université Paris 8, Bâtiment D, Salle 143, 93 Saint-Denis
Heure: 14h00-16h30

************NOTEZ LE CHANGEMENT D'HEURE COMPARÉ A NOTRE HEURE HABITUELLE


Bilingualism, conversational understanding and cognitive development

Ayumi Matsuo

Department of English Language and Linguistics, University of Sheffield, 
5 Shearwood Road, Sheffield S10 2TN, UK

Clair Pond and Michael Siegal

Department of Psychology, University of Sheffield, Western Bank
Sheffield S10 2TP, UK

One of the most central and enduring issues in cognitive science 
concerns the relation between language and cognition.  Of particular 
concern is the impact of language on cognitive development. Children are 
exposed to a range of language environments. Some children as such deaf 
children with hearing parents may not be exposed to a language until 
later whereas children with one parent who is English-speaking and the 
other who is a speaker of a different language are exposed from birth to 
more than one language. However, the general effects of the timing and 
nature of language input on children’s cognitive development are not 
well understood. Therefore, the aim of the work reported here was to 
test the hypothesis that bilingualism confers an advantage on cognitive 
development in terms of children’s knowledge of the beliefs of others 
and their understanding of the implications of messages as intended by 
speakers in conversation. We report a study of children aged 4-6 years 
who were either monolingual in Japanese or bilingual in Japanese and 
English as shown by their performance on picture vocabulary tests. The 
children were tested on a variety of measures, including executive 
functioning, scalar implicature, garden path sentence and theory of mind 
tasks.  Though equivalent in their level of Japanese, the bilingual 
children excelled on most measures compared with the monolinguals - a 
difference that increased with age.


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