Arithmetic processing in bilingual educators: An event related potentials study

dc.contributor.advisorWicha, Nicole
dc.contributor.advisorSmith, Rebekah
dc.contributor.authorCortinas, Christina
dc.contributor.committeeMemberEisenberg, Ann
dc.date.accessioned2024-02-09T20:18:38Z
dc.date.available2024-02-09T20:18:38Z
dc.date.issued2011
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractEvent-related potentials were examined in the language of learning arithmetic (LolA) and the second learned language (Ll2) in bilingual math educators, with a specific focus on the arithmetic N400 component. The N400 effect provides a measure of arithmetic processing of incongruent and congruent arithmetic concepts. Bilingual math educators who teach arithmetic in their second-learned language (Ll2) have the unique opportunity to implicitly strengthen the Ll2 arithmetic network, while bilingual math educators who teach in their LolA, are not afforded this opportunity. This experience in Ll2 should modulate the N400 effect across groups and within the Ll2 arithmetic network, with larger N400 effects reflective of the strength of the arithmetic network. Participants were presented and asked to judge the correctness of simple multiplication problems. The results indicated that both groups displayed similar amplitudes of the N400 effect across both languages regardless of experience. However, an exploratory analysis revealed a difference in the speed of access not in LolA or Ll2, but in the current teaching language compared to the non-teaching language. The results are discussed with reference to the effects of the general use of arithmetic concepts and the current use of language as determinants of arithmetic processing efficiency.
dc.description.departmentPsychology
dc.format.extent50 pages
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3100
dc.languageen
dc.subjectBilingualism
dc.subjectEvoked Potentials
dc.subjectLanguage
dc.subjectMathematical Ability
dc.subject.classificationCognitive psychology
dc.subject.classificationEducational psychology
dc.subject.classificationPsychology
dc.titleArithmetic processing in bilingual educators: An event related potentials study
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentPsychology
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelMasters
thesis.degree.nameMaster of Science

Files

Original bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Cortinas_utsa_1283M_10649.pdf
Size:
297.71 KB
Format:
Adobe Portable Document Format