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dc.contributor.advisorMark, Elliott
dc.contributor.authorArndt, Sophia
dc.date.accessioned2019-07-15T14:56:38Z
dc.date.available2019-07-15T14:56:38Z
dc.date.issued2019-07-15
dc.identifier.urihttp://hdl.handle.net/10379/15258
dc.description.abstractIntroduction. This project emphasises the importance of two aspects in research on bilingualism: (i) the inclusion of multiple language sets to reach generalisable results, which ensures that differences originate in changes due to bilingualism rather than the specific effect of certain language sets implemented, and (ii) the comparison of a bilingual individual’s performance in first and second language for a deeper insight into the influence of bilingualism on cognition. This is best achieved through the implementation of verbally-based measures focusing on higher cognition, such as tasks assessing critical thinking. Methods. Participants of nine different language sets were presented with the critical thinking assessment Mixed Measures, a compilation of published measures covering five subcategories of critical thinking: hypothesis testing, verbal reasoning, judging likelihood and probability, argumentation analysis, and problem solving. Socioeconomic status and language experience and proficiency were measured, as well as a number of Raven’s Standard Progressive Matrices which were implemented to control for fluid intelligence. Outcomes of mono- and bilingual individuals were compared, as well as the performance of bilingual individuals in first and second language. Results. Comparative calculations of monolingual and bilingual individuals were not found to be consistent across language groups. Differences were discovered within four of the nine language groups, with an advantage of bilingual participants in three of these four groups. Due to the lack of consistency throughout all groups, these findings were not conclusive. When comparing bilinguals’ first and second language, two findings stood out: an advantage of solving verbal reasoning scenarios in the first language, whereas questions assessing judging likelihood and probability were solved better in the second language. Conclusions. Higher exposure to the first language could explain advantages within verbal reasoning, whereas a certain emotional detachment might explain advantages when solving judging likelihood and probability measures in the second language.en_IE
dc.publisherNUI Galway
dc.subjectBilingualismen_IE
dc.subjectCognitionen_IE
dc.subjectCritical Thinkingen_IE
dc.subjectbilingualen_IE
dc.subjectmonolingualen_IE
dc.subjectPsychologyen_IE
dc.subjectBrainen_IE
dc.subjectBehaviouren_IE
dc.subjectSecond language competencyen_IE
dc.titleCognition in two languages: bilingualism and second language competency as determinants of cognitive performanceen_IE
dc.typeThesisen
dc.local.noteThis study examines the relationship of bilingualism and critical thinking. Monolingual and bilingual speakers completed a newly developed critical thinking assessment. The inclusion of ten different language combinations allows for outcomes to be attributed to fundamental cognitive performance rather than differences between specific languages or cultural contexts.en_IE
dc.local.finalYesen_IE
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