Bilinguals may have a specific advantage in transferring understanding of novel symbolic rules to new contexts¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Because participants received no training on hard items, the authors interpret better performance on them as a transfer advantage. → Mielicki 2017

Evidence¶

Mielicki 2017¶

Mielicki, M. K., Kacinik, N. A., & Wiley, J. (2017). Bilingualism and symbolic abstraction: Implications for algebra learning. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.03.002

q2 · i? · associational · r1

This is the authors' interpretation (type e) in the general discussion, linking their hard-item results to Stocco and Prat's finding that bilinguals responded faster on novel trials. It is an explanatory claim, not a directly tested transfer measure.

"Since participants did not receive any training on the hard items in the Symbol Math task, these can be consid- ered transfer items. Better performance on these items suggests that bilingualsmayhaveaspecificadvantageintransferringtheirunder- standing of novel symbolic rules to a new context."

Discussion¶

Learner Variables¶

• Problem Solving — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Early bilinguals outperform monolinguals on the hard items of the Symbol Math task in Experiment 1 — related
• The bilingual advantage on hard Symbol Math items replicated in Experiment 2 with executive control and SES measures — related
• The bilingual advantage on hard items cannot be attributed to SES differences — a narrower finding that bears on this claim
• A validity problem in Kapur's standard deviation transfer item brackets its transfer findings as working hypotheses — related
• A systematic review argues that concrete materials aid mathematics and science learning when they are explicitly and gradually connected to the abstract symbols they represent — related
• Ninth grade algebra students solve verbally presented problems better than symbolically presented problems — related
• Metacognitive reflection training improves young children's DCCS performance, with behavioral and neural changes — related
• Elaborative Interrogation Improves Learning — related