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Abstract

This study examined the effects of bilingualism and monolingualism on the cognitive functioning of 36 Mexican-American children who were screened for linguistic proficiency and global intelligence. It was predicted that proficient bilingual children would obtain significantly higher scores than monolingual children on specific subtests of the Kaufman Assessment Battery for Children (K-ABC) that are purported to be influenced by cognitive abilities and cognitive styles associated with bilingualism. Results did not support this prediction. Findings are discussed in terms of possible influences of acculturation on subjects' performance and the sensitivity of the K-ABC for detecting specific differences in cognitive ability and style.

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Cognitive Differences between Bilingual and Monolingual Children on the Kaufman Assessment Battery for Children

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