Neuropsychological substrates of success and failure in childhood second language learning.
Item
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Title
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Neuropsychological substrates of success and failure in childhood second language learning.
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Identifier
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AAI8821091
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identifier
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8821091
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Creator
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Humes-Bartlo, Margaret.
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Contributor
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Adviser: Loraine K. Obler
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Date
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1988
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Biology, Neuroscience | Language, General
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Abstract
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The basic premise of this study is that neuropsychological profiles may successfully differentiate between good and poor language learners. It is proposed that a cluster of cognitive and linguistic skills may be identified as being advantageous or disadvantageous to an individual in learning a second language.;The causes for variation in the ease with which children learn languages may correlate with individual differences in brain structure. These differences may be caused by anomalies or lags in the development process.;The model for the study draws upon the Geschwind/Galaburda theory of the association between individual differences in cognitive skills and individual variation in neuroanatomical structure. The study expands this model to investigate second language learning ability.;Those with low ability for second language learning may exhibit subtle language deficits in L1, coupled with above average abilities in mathematical reasoning and visuo-spatial construction. Conversely, students with high ability for language learning may exhibit better L1 skills and less ability in visuo-spatial skills than the low ability group.;Thirty third to fifth grade English learners of average intelligence and L1 ability were grouped into Fast and Slow groups based on years required to reach criterion on the school proficiency test. A battery of neuropsychological and linguistic tasks was administered.;Fast English learners were significantly better than the Slow learners only on a verbal analogies test, and had a trend toward higher scores on the Spanish vocabulary test. The results of these tests indicate that Fast English learners have more highly developed first language skills than Slow L2 learners. The Slow learners' lower scores on L1 tasks suggest a language processing system adequate for L1 but overloaded by L2.;A discriminant analysis procedure correctly assigned 90% of Slow L2 learners based upon the subjects' scores on six variables. The results of this study provide a neuropsychological framework for the study of second language learning aptitude, and underline the existence of individual differences in human cognitive skills among average subjects. More specifically for the field of second language learning, this study indicates that differences in ability may be based on factors which have not previously been widely considered.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
