Language proficiency, perspective taking and the empathic understanding of Hispanic bilingual children
Abstract
The present study investigated the effects of bilingualism on empathic understanding and perspective-taking ability of 71 Hispanic bilingual children. ^ The subjects were students from a suburban, Hudson Valley region of New York State. Students were categorized as balanced bilingual, Spanish dominant, or English dominant based on demonstrated proficiency (Fluent) on the Woodcock-Muños Language Survey. Bryant's Index of Empathy for Children and Adolescents was used to assess level of empathic understanding and a perspective-taking task designed for this specific the study assessed perspective-taking skills. ^ The results indicated no significant differences between the language groups on empathic understanding or perspective-taking skill. Results were discussed in relation to characteristics of the sample and factors related to the acquisition of perspective taking and empathic understanding. Recommendations were made for future research. ^
Subject Area
Education, Bilingual and Multicultural|Psychology, Social|Psychology, Cognitive
Recommended Citation
Maria Dolores Rodriguez,
"Language proficiency, perspective taking and the empathic understanding of Hispanic bilingual children"
(January 1, 1999).
ETD Collection for Fordham University.
Paper AAI9947864.
http://fordham.bepress.com/dissertations/AAI9947864