Exploring the relationship between language experience and the cognitive functions: divergent thinking and working memory in linguistically diverse adoleecents

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dc.contributor.authorAnthony, Kirstin
dc.date.accessioned2019-05-21T08:41:57Z
dc.date.available2019-05-21T08:41:57Z
dc.date.issued2018
dc.descriptionA research project submitted in partial fulfillment of the requirements of MA in Psychology by Course Work and research report in the Faculty of Humanities, University of the Witwatersrand, Johannesburg. 2018en_ZA
dc.description.abstractThis study aimed to contribute to understanding the association between language experience and the cognitive functions, working memory and divergent thinking. There is a gap in literature when it comes to these cognitive constructs even though there is extensive evidence for language acquisition as an influential factor in other cognitive functions. As bi/multilingualism is a South African norm it is significant to explore the effect it has on working memory and divergent thinking constructs that are needed to successfully function in life. The sample consisted of 69 learners aged between 12 and 14 years of age from a private and government school in the Johannesburg area. The learners between spoke two and five languages determined by the selective questions of the Language Experience and Proficiency Questionnaire. (LEAP-Q). Language experience was measured according to the number of acquired languages and the reported proficiency of each language. These were correlated with the scores from the following instruments: the Working Memory Inventory (WMI) from the Wechsler Intelligence Scale for Children – Fifth Edition, and the Alternate User Test (AUT). The study concluded that language experience (both acquired language and language proficiency) did not correlate with any of the working memory subtests or total working memory, yet there was a negative association between language acquisition and the AUT scores for the government school. The government school respondents also demonstrated a positive correlation between their Alternate User Test (AUT) scores and the picture span subtest and total working memory. The study also found that the demographic variable age is significant when it comes to the total working memory and the AUT task. As a means of confirming the validity of the selective questions of the LEAP-Q, it was correlated against a benchmark test, the Oral Expression of the WIAT-III, which indicated that the test might not be a reliable measure of language proficiency. The possibility of these results was discussed as well as the limitations of the study as a means to improve future research in this area.en_ZA
dc.description.librarianMT 2019en_ZA
dc.format.extentOnline resource (70 leaves)
dc.identifier.citationAnthony, Kirstin Joan (2018) Exploring the relationship between language experience and cognitive functions: divergent thinking and working memory in linguistically diverse adolescents, University of the Witwatersrand, Johannesburg, https://hdl.handle.net/10539/27105
dc.identifier.urihttps://hdl.handle.net/10539/27105
dc.language.isoenen_ZA
dc.subject.lcshCognitive learning
dc.subject.lcshCreative thinking
dc.titleExploring the relationship between language experience and the cognitive functions: divergent thinking and working memory in linguistically diverse adoleecentsen_ZA
dc.typeThesisen_ZA
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