Volume 10, Issue 2 (Summer 2008)
Advances in Cognitive Sciences 2008, 10(2): 49-60 |
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Abstract: (2470 Views)
Objective: The present study was carried out to examine the development of word and context fluency in bilingual children (Turkish-Persian and Kurdish-Persian).
Method: In this study, which was a basic type examination, 1000 bilingual Kurdish-Persian and Turkish- Persian primary schoolchildren were selected from among schoolchildren of the cities of Sanandaj and Tabriz, using relative level sampling. The subjects participated in one perceptual cue task (initial letters) and one conceptual cue task (categories).
Results: The findings showed that the number of Persian words had had an increasing trend from grades 1 to 5 in both cities, with a more regular increase for category cues than for perceptual cues (initial letters). Kurdish-Persian and Turkish-Persian students did not show any significant difference in different grades. However, the patterns of change and development of the number of words in category tests were different. Also, boys showed a better performance than girls in both tests in general. In addition, students from Tabriz generated more words than students from Sanandaj in perceptual cues.
Discussion: The developmental pattern of the number of words in bilingual Turkish-Persian and Kurdish-Persian students is different in tests of category cues; however, such a difference is not present in tests of perceptual cues.
Method: In this study, which was a basic type examination, 1000 bilingual Kurdish-Persian and Turkish- Persian primary schoolchildren were selected from among schoolchildren of the cities of Sanandaj and Tabriz, using relative level sampling. The subjects participated in one perceptual cue task (initial letters) and one conceptual cue task (categories).
Results: The findings showed that the number of Persian words had had an increasing trend from grades 1 to 5 in both cities, with a more regular increase for category cues than for perceptual cues (initial letters). Kurdish-Persian and Turkish-Persian students did not show any significant difference in different grades. However, the patterns of change and development of the number of words in category tests were different. Also, boys showed a better performance than girls in both tests in general. In addition, students from Tabriz generated more words than students from Sanandaj in perceptual cues.
Discussion: The developmental pattern of the number of words in bilingual Turkish-Persian and Kurdish-Persian students is different in tests of category cues; however, such a difference is not present in tests of perceptual cues.
Type of Study: Research |
Subject:
Special
Received: 2008/03/8 | Accepted: 2008/04/20 | Published: 2008/06/21
Received: 2008/03/8 | Accepted: 2008/04/20 | Published: 2008/06/21
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