A Comparison of Second Language Learners and Monolinguals on Divergent Thinking Tasks at the Elementary School Level

Landry, Richard G.

doi:10.1111/j.1540-4781.1974.tb05071.x

Cited by 45 publications

(10 citation statements)

References 12 publications

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“…These differences are not, however, signijicant along both the conjunctive and disjunctive dimensions, which may show that the habit of switching may in fact increase the understanding of accounting concepts. These results are in line with other studies that have found that the habit of switching from one language to another may increase productivity (Peal and Lambert, [ 19621;Landry, [ 1974]), may lead to a higher level of cognitive flexibility in the bilingual (Balkan, 31s this difference, which has also been observed in other studies, the result of cognitive enrichment or linguistic and mental confusion? (Lambert, [ 19721; Bain, [1974]).…”

Section: Intergroup Perceptual Differencessupporting

confidence: 92%

A Test of the Linguistic Relativism in Accounting

Belkaoui

1984

Can J Adm Sci

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A selected set of accounting concepts was subjected to analysis using multidimensional scaling techniques to evaluate the intergroup perceptual differences between users of four various language groups, unilingual French, unilingual English, bi‐lingual English and bi‐lingual French groups. The linguistic relativism paradigm in accounting was used to justify the possible lack of consensus on the meaning of accounting concepts. The INDSCAL model applied to the matrix of similarity judgments enabled the identification of three dimensions and subjects' saliences. An analysis of variance applied to the individual saliences allowed the verification of the linguistic relativism paradigm for both the disjunctive and relational dimensions. Rival hypotheses were rejected. Basically, individuals from different language groups have a different perception of the same accounting concepts. Each linguistic group seems to develop its own “accounting language and repertoire.'' Résumé Un ensemble choisi de concepts comptables a été analysé à l'aide de techniques de mesure multidimensionnelles, afin d'évaluer les différences de compréhension qui leur est attribuée par les groupes linguistiques suivants: unilingue français, unilingue anglais, bilingue français et bilingue anglais. On a eu recours en paradigme de la relativité linguistique afin d'expliquer d'éventuelles différences de signification des vocables de la comptabilité. Le modèle INDSCAL, appliqué à la matrice de la similarité des jugements, a permis d'isoler trois dimensions, ainsi que les termes principaux des définitions adoptées par les sujets de l'expérience. Une analyse de variance appliquée à ces définitions individuelles a permis de vérifier le paradigme de la relativité linguistique sur deux dimensions. Les hypothèses rivales ont été rejetées. En fin de compte, les membres de groupes linguistiques différents attribuent des compréhensions différentes aux měmes termes comptables. Chacun des groupes semble utiliser un langage et un répertoire comptables qui lui sont propres.

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Section: Intergroup Perceptual Differencessupporting

confidence: 92%

A Test of the Linguistic Relativism in Accounting

Belkaoui

1984

Can J Adm Sci

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“…Studies have been conducted with students who speak English in combination with Spanish, Polish, German, Chinese, Malay or Italian. Each of these groups have achieved higher creativity ratings than their monolingual peers (Carringer, 1974;Hamers and Blanc, 1989;Jacobs and Pierce, 1966;Kessler and Quinn, 1987;Landry, 1973aLandry, , 1973bLandry, , 1974Lemmon and Goggin, 1989).…”

Section: Does Bilingualism Affect Creative Problem-solving?mentioning

confidence: 95%

Improving Creative Problem-Solving in a Sample of Third Culture Kids

Lee

Bain

McCallum

2007

School Psychology International

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We investigated the effects of divergent thinking training (with explicit instruction) on problem-solving tasks in a sample of Third Culture Kids (Useem and Downie, 1976). We were specifically interested in whether the children's originality and fluency in responding increased following instruction, not only on classroom-based worksheets and the Torrance Tests of Creative Thinking (TTCT; Torrance, 1990), but also on activities related to real-world dilemmas. Our treatment group of 15 children exhibited gains over 10 weeks of instruction whereas our comparison group of 15 children did not improve in performance. The respective effects of explicit instructions to improve originality or fluency were evident on classroom-based worksheets, on the TTCT and on Realistic Story Telling Problems [adapted from Real World Problems based on Okuda et al. (1991), Runco and Okuda (1988)]. Our results, albeit from a small sample, imply that relatively simple, explicit instructions focusing on originality or fluency can aid third culture children in adopting effective problem-solving stances as they construct their new cultural environment.

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“…(1970) have also reported that bilingual children in Singapore performed at a higher level than unilingual children on originality and elaboration scales of the Torrance Tests of Creative Thinking. Landry (1974) reported that grade 6 children attending schools where a FLES programme (i.e. between 20 and 45 minutes of second-language instruction per day) was operative, scored significantly higher than a unilingual control group on both the verbal and figural parts of the Torrance Tests of Creative Thinking.…”

Section: General Intellectual Developmentmentioning

confidence: 99%

“…Although, in general, these recent studies are better controlled than the earlier studies which reported negative findings, few are without methodological limitations. A problem in many of these studies (Bain & Yu, 1978;Carringer, 1974;Cummins & Gulutsan, 1974;Feldman & Shen, 1971;Landry, 1974;Peal & Lambert, 1962) is lack of adequate controls for possible background differences between bilingual and unilingual groups. An index of SES based on parental occupation provides inadequate protection against bias.…”

Section: Divergent Thinkingmentioning

confidence: 99%