Three source-memory experiments were conducted with Spanish-English bilinguals and monolingual English speakers matched on age, education, nonverbal cognitive ability and socioeconomic status. Bilingual language proficiency and dominance were assessed using standardized objective measures. In Experiment 1, source was manipulated visuo-spatially,…

This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…

Compound and coordinate bilinguals equally competent in French and English were compared to determine their ability to uncover key concepts, i.e., music, when such words as song, piano, sound, instrument or musician were introduced in both languages. Recent research tends to support the theoretical contrast established between compound and…