Abstract
Effects of Bilingualism on Cognitive Functions in Early Childhood Studies have revealed advantages in cognitive functions among children with bilingualism. In this study we investigate cognitive functions in monolingual and bilingual preschool children taking socioeconomic status into account. The study population consists of 40 monolingual (German) children (Mage = 5.0 ± 0.4) and 23 bilingual (German/English) children (Mage = 5.1 ± 0.6). A neuropsychological test battery was conducted. The analyses revealed better performance for bilingual children. However, significant group differences were only found with respect to phonological short-term memory. Controlling for socioeconomic status, intelligence and balanced bilingualism, only slight advantages in cognitive performance were found for bilingual children. Due to high socioeconomic status in both groups, we suppose a ceiling effect. Children's development might be extensively promoted in upper class families and therefore bilingualism may not have additional impact on cognitive functions in these children.
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