Getalbegrip bij een- en tweetalige kinderen

Abstract

Working memory and mathematical ability are positively related. The same relation has previously been found between bilingualism and working memory. The aim of this research has been to investigate if bilingual children have a better mathematical ability than their monolingual counterparts and if this relationship can be explained by a difference in working memory. It was hypothesized that bilinguals should have better working memory ability than monolinguals. Due to that they should have better number sense ability too, which could be explained by the difference in working memory ability between bilinguals and monolinguals. The study included 114 participants, aged 6 to 11, of whom 18 where bilingual. Participants were tested individually with different computerised tests to measure number sense (DANS, CNST), verbal working memory (WRB) and visual-spatial working memory ability (OOO). Bilinguals had better mathematical ability than monolinguals, but they did not have better verbal-, visual-spatial or total working memory. The difference in mathematical ability between bilingual and monolingual children can be explained by working memory, even though initially we found no differences in working memory. The two groups of participants were small and differed a lot, conclusions should be interpreted with caution and can be seen as indications upon which further research can be conducted.