Working memory structure in young Spanish–English bilingual children

Mary Alt; DeAnne R. Hunter; Roy Levy; Sarah Lynn Neiling; Kimberly Leon; Genesis D. Arizmendi; Nelson Cowan; Shelley Gray

Working memory structure in young Spanish–English bilingual children

Mary Alt ^[1] ; DeAnne R. Hunter ^[2] ; Roy Levy ^[2] ; Sarah Lynn Neiling ^[1] ; Kimberly Leon ^[1] ; Genesis D. Arizmendi ^[1] ; Nelson Cowan ^[3] ; Shelley Gray ^[2]
1. [1] University of Arizona
  
  University of Arizona
  
  Estados Unidos
2. [2] Arizona State University
  
  Arizona State University
  
  Estados Unidos
3. [3] University of Missouri-Columbia, Columbia, MO, USA
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Localización: Bilingualism: Language and cognition, ISSN 1366-7289, Vol. 28, Nº 2, 2025, págs. 469-483
Idioma: inglés
DOI: 10.1017/S1366728924000580
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Resumen
- Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical development, including 80 bilingual Spanish–English speakers and 167 monolingual English speakers in the United States, using a test battery for which structural equation models have been tested – the Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Results established measurement invariance across groups up to the level of scalar invariance.
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