Comparison of Cognitive Performance Between Two Generations of Immigrant School-Aged Children: Child Development Change Over Time

Abstract

The objective of this research is to comparatively analyze the performance of two generations of children (as first generation of immigrants) attending primary and secondary education in different geographical areas, evaluated in different decades but with equivalent age brackets. Two samples of 169 immigrant school populations in Portugal, with fair immigration criteria, were evaluated for the same verbal reasoning and auditory discrimination tasks in different periods (cohort 1—2001–2009 and cohort 2—2013–2017). The aim is to verify if age remains a differentiating variable of the performance and acuity, as maintained by the critical period hypothesis. That performance referring to two samples evaluated in second language decoding tasks, in different periods. Additionally, to evaluate the emergence of other factors that explain proficiency, cognitive and linguistic discrimination behaviors of two generations of immigrant students in Portugal. The results contribute to a new direction in the analysis and intervention for school groups that are highly diverse in terms of mother tongue and nationalities. The data point to a greater divergence of performance and difficulties not according only to the disparity of ages, but considering the nationality (country of origin and respective educational system). It is also clear, despite just the difference of a decade, how subjects are changing their immigration routes and their cognitive and social development.