Working memory and IQ are bilingual children are better than monolinguals

Subject Areas : Educational Science

زینب Zahmatkesh ¹ (کارشناسی ارشد روان شناسی تربیتی)
داوود Hoseini nasab ² (استاد دانشگاه آزاد اسلامی واحد تبریز)
ابوطالب Saadati-shamir ³ (استادیار دانشگاه بجنورد)

Received: 2017-02-03 Accepted : 2017-02-03 Published : 2011-09-23

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Abstract :

The purpose of the current study is to investigate the relationshipbetween working memory (WM) and intelligence quotient in femalemonolingual( ML)and bilingual(BL) students. Information processingscale (Ipt) and Raven’s progressive matrice test (Rpmt) were used as atest for the assessment of WM and intelligence quotient, respectively.Then, these tests were administered to 366 (183 ML and 183 BL)Female high school student at grade three in Persian. Also, mean scoreof all final exams in the present academic year were used as a scale forassessment of academic achievement. Pearson’s correlationcoefficient and t-test, were then performed to determine which grouphad better performance in three variables. Based on the results,although there was a significant relationship between workingmemory and academic performance in both groups, this relationship inintelligence quotient between ML and BL students was not significant.High linguistic experiences in structural, semantic an phonologydomain lets BL students to outperform ML in wm task and academicachievement but this is not the case for intelligence. Fundamentalreasons which accounted for the differences and non-differencebetween two groups are explained in detail.