[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-451902-105":59,"doc-detail-451902-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","bilingualism-and-non-verbal-intelligence-a-study-of-test-results-pamphlet-no-4","Bilingualism and Non-Verbal Intelligence - A Study of Test Results - Pamphlet No. 4","","Report on the relationship between bilingualism and the mental development of bilingual children, based on a literature review and a targeted study. Measures 648 children aged 10–12 from 29 schools using the Welsh Linguistic Background Scale. General intelligence is assessed with three nonverbal tests: Raven’s Progressive Matrices, Daniel’s Figure Reasoning Test, and the Non-Verbal Test No. 2. Conclusions address test suitability, bilingual dominance effects, bilingualism correlations, community accent influence, socioeconomic factors, and identify Raven’s Matrices as most independent.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bilingualism-and-non-verbal-intelligence-a-study-of-test-results-pamphlet-no-4/451902/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bilingualism-and-non-verbal-intelligence-a-study-of-test-results-pamphlet-no-4/451902.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the report?","Question",{"text":112,"@type":113},"To examine the relationship between bilingualism and mental development, focusing on how linguistic background relates to performance on nonverbal intelligence tests in Wales.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the children’s linguistic background and intelligence measured?",{"text":117,"@type":113},"Linguistic background for 648 children from 29 schools (aged 10–12) was measured with the Welsh Linguistic Background Scale, while general intelligence was assessed using three nonverbal tests: Raven’s Progressive Matrices, Daniel’s Figure Reasoning Test, and Non-Verbal Test No. 2.",{"name":119,"@type":110,"acceptedAnswer":120},"What conclusions are drawn about the nonverbal tests used?",{"text":121,"@type":113},"None is completely suitable for comparing Welsh-speaking and English-speaking children. Welsh-dominant bilingual children scored consistently lower than English-dominant children, test performance correlated with degree of bilingualism, community accent matters, socioeconomic factors must be considered, and Raven’s Progressive Matrices is the most independent test.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},451902,1791384748,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOCUHENT RESUME  \nFL 007320  \nED 117959  \n。  \nMorgan,E。R.Bilingualism and Non-Verbal.Intel11igence:A StuayTest Results.Pamphlet No.4.  \nAUTHOR  \nTITLE  \nWales Univ.,Aberystwyth.Univ.Col1.of Wales.57  \nINSTITJTION  \nPUB DATE  \n18p.  \nNOTE  \n久  \nMF-$0.83 HC-$1.67 Plus,Postage  \nEDRS PRICE  \nBilingual Bducation;Bilingualism;*Bilingua1Students;Cognitive Development;Cognitive Tests;Cultural Background;Educational Policy;,  \nDESCRIPTO'RS  \n*Intelligence Tests;Mental Development;NonverbalAbility;*Nonverbal Tests;Socioeconomic Background;*Test Bias;Test Results;*Welsh  \nDaniels Figure Reasoning Test;NFER Test 2;RavensProgressive Matrices;*Wales;Welsh LinguisticBac.kground Scale  \nIDENTIFIERS  \nABSTRACT  \nThis report discusses,the relationship betweenbilingualism and mental'development of·bilingual chilaren.After areview of the relevant literature,a specific study is describęd.Thelinguistic.background of 648 children from 29 schools;age 10 through  \n1.2 inclusive,was méasured with the Welsh Linguistic BackgroundScale.General intelligence was assessed with three nonverbal tests:Raven¹s progressive Matrices,Daniel's Figure Reasoning\\Test and theNon-Verpal Test No.2 of the National Foundation for EducatienalResearch.Objectives were to:(1)determine which of the nonverba1tests'was.the most indepe ndent of linguistic back ground and hencemost suitable for intelligence testing_in mixed language areas,and  \n(2)describe the relationship between linguistic background and tesťscores.Conclusions are that:(1)none of the tests used iscomlpletely suitable for evaluating Welsh-speaking children if theresults are to becompared with those of English-speaking children;  \n(2)Welsh-dominant bilingual children scored consistent1y lower thanEnglish-dominant children;(3)a cortelation exists between testperformance and degree of,bilingualism;(4)the location of a  \ncommunity accentuates the influence of bilingualism;(5)occupationallevels and socioeconomic status must be considered when interpretingtest scores;and(6)Raven's Progressive Matrices is the mostindependent test.(CLK)  \n************************************************************************     Documents acquired by ERIC include many informal unpublished    **materials not available from other sources.ERIC makes every effort**to obtain the best·copy available.Nevertheless,items of marginal,*.*reproducibility are often encountered and this affects the quality*y6f the microfiche and hardcopy re productions ERIC makes available**via the ERIC Document Reproduction Service(EDRS).EDRS is not★*responsible for the quality of.the original document.Reproductions**supplied by EDRS are the best that can be made from the original.   **********************************************************************  \n30117959  \nP  \n女07  \n愿  \nUNIVERSITY COLLEGE DR WALES  \nABERYSTWYTH  \nFACULTY OF EDUCATI  \n1.六  \nBilingualism and Non-VerbalIntelligence:A Study ofTest Results  \nu5 DEPARTMENT OF HEALTHE DUCATIONaWELFARENATIONAL,IN5TITUTE OFE DUCATION  \nPamphlet No.4  \n2,+  \nY  \n1  \n.UNIVERSITY COLLEGE OF WALESABERYSTVYTH  \n2  \nFACULTY QF EDUCATION'  \nBilingualism and Non-Verbal Intelligence:  \na study of perforinanee on certain nonverbal tests,comparedwith scores on a Welsh linguistic backrosnd scale.  \nby  \n.R MCRGAN·  \n3  \nn  \nU  ·  \nForeword  \nThis;the fourth pamrblet in'the series published by ilireColiegiate-Facuity of Iducaton,is a+briefwaccoiun of the rei·scarch carried oujt by Mr E.R.Morgan ard embodied in athesis for the degree of M.A.in I955.(The thesis may le co11-sulted,by anyone desiroμs of fuller details,in the NationalFibrary of Wales;AlerysfwythA.  \nDiscussion and enquiry.into various aspects of the relation-slip between bilingualisin and \"intelligence\",Jlave been goingon for some thirty years:thé investigation Jhere described addsa new combination of techniques and provides a stimulus tofurther research in this field.  \nMr Morgan attempted to diseover which of three well-knownnon-verlbal tests of intelligence is t","cbCaioevkkF49mLV","https://ap.wps.com/l/cbCaioevkkF49mLV","pdf",537955,18,"English","# Introduction: The Background to the Problem\n# Review of Relevant Research\n# The Main Investigation: Its Design and Results\n# Summary of Conclusions\n# Bibliography","[{\"question\":\"What is the main purpose of the report?\",\"answer\":\"To examine the relationship between bilingualism and mental development, focusing on how linguistic background relates to performance on nonverbal intelligence tests in Wales.\"},{\"question\":\"How were the children’s linguistic background and intelligence measured?\",\"answer\":\"Linguistic background for 648 children from 29 schools (aged 10–12) was measured with the Welsh Linguistic Background Scale, while general intelligence was assessed using three nonverbal tests: Raven’s Progressive Matrices, Daniel’s Figure Reasoning Test, and Non-Verbal Test No. 2.\"},{\"question\":\"What conclusions are drawn about the nonverbal tests used?\",\"answer\":\"None is completely suitable for comparing Welsh-speaking and English-speaking children. Welsh-dominant bilingual children scored consistently lower than English-dominant children, test performance correlated with degree of bilingualism, community accent matters, socioeconomic factors must be considered, and Raven’s Progressive Matrices is the most independent test.\"}]","Bilingualism and Non-Verbal Intelligence - A Study of Test Results - Pamphlet No. 4 | PDF",1790736125,45]