Allan B.I. Bernardo
Psychology Department
De La Salle University
doi.org/10.57043/transnastphl.1997.5911
Abstract
Using an information-processing perspective, the paper addresses the question on the effect of using a bilingual’s first or second language on learning and doing math. The perspective assumes that math performance can be analyzed into smaller components, and that language factors can affect these components in different ways. The paper integrates the results of 16 experiments, each of which studies the effects of language format on six components of word problem solving using different experimental paradigms in cognitive psychology. Four possible effects of language format on the components were considered and the results of the experiments were compared to these hypothesized effects. The varying effects of language on word problem solving performance were integrated in a proposed “language-routing model” which specifies how language factors effects specific components of math performance.