The bilingual advantage on hard items cannot be attributed to SES differences¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Experiment 2, samples were matched on parental education and bilinguals came from lower-income households, ruling out an SES explanation. → 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

q3 · i? · associational · r2

Experiment 2 collected self-reported parental education and income. A significant income difference favored monolinguals being lower, not bilinguals; only paternal education predicted Symbol Math performance (rs(103)=0.20, p <0.05) and the groups did not differ on it.

"Thisbilingualadvantageinperformancecannotbe attributed to differences in SES, because the bilingual and monolin- gual samples were matched oneducation levels foreach parent, and the bilinguals came from lower income households."

Discussion¶

Learner Variables¶

• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The bilingual advantage on hard Symbol Math items replicated in Experiment 2 with executive control and SES measures — related
• Bilinguals may have a specific advantage in transferring understanding of novel symbolic rules to new contexts — a broader claim this one bears on
• Socioeconomic status differences between bilingual and monolingual groups may determine study outcomes — related