FöRFATTARE
Lindberg, Mikael

INSTITUTION
Utbildningsvetenskap

SAMMANFATTNING
Forty-five students participated in this study examining bilinguals’ versus monolinguals’ recognition of 20 concrete words. Participants were grouped according to their self-reported monolingual or bilingual status. Both groups participated in recognition tasks, wherein participants paired 20 Swedish words with their English counterparts. A pilot study was conducted to generate level of concreteness and visual imagery to a second larger study. The words were shown on a big screen at a rate of 3 s per word, devoid of any interstimulus interval. As predicted, the bilingual group had a significantly higher average recognition rate than the control group (t(18) = 2.57, p < .01. The present results suggest that language abilities may enhance participants’ memorial capabilities.

ISSN 1402-1595 / ISRN LTU-PED-EX--05/06--SE / NR 2005:06