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dc.contributor.authorBialystok, Ellen
dc.date.accessioned2015-05-21T17:50:49Z
dc.date.available2015-05-21T17:50:49Z
dc.date.issued2012
dc.identifier00241
dc.identifier.citationBialystok, E. (2010). Global-local and trail-making tasks by monolingual and bilingual children: Beyond inhibition. Developmental Psychology, 46(1), 93-105.en_US
dc.identifier.urihttp://hdl.handle.net/10315/29260
dc.descriptionen_US
dc.description.abstractBilingual children perform better than monolingual children in tasks that demand executive control. They are able to focus better on a task, in the presence of distractions.en_US
dc.description.sponsorshipYork's Knowledge Mobilization Unit provides services and funding for faculty, graduate students, and community organizations seeking to maximize the impact of academic research and expertise on public policy, social programming, and professional practice. It is supported by SSHRC and CIHR grants, and by the Office of the Vice-President Research & Innovation. kmbunit@yorku.ca www.researchimpact.caen_US
dc.relationYork Universityen_US
dc.relation.urien_US
dc.rightsAttribution-Noncommercial-No Derivative Works 2.5 Canadaen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/en_US
dc.subjectEducationen_US
dc.subjectChildren and Youthen_US
dc.subjectPsychologyen_US
dc.titleBilinguialism Gives Children Cognitive Advantageen_US
dc.typeResearch Summaryen_US


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Attribution-Noncommercial-No Derivative Works 2.5 Canada
Except where otherwise noted, this item's license is described as Attribution-Noncommercial-No Derivative Works 2.5 Canada