1.

To what extent does learning more than one language facilitate early communication skills? Fan et al. (2015) examined this issue by recruiting students from the Chicago area who were monolingual, exposed to a second language but not fluent, or fully bilingual. All participants were asked to do a language task in which they identified objects based on another person's perspective. A table of the results is shown below:

2.

Is it reasonable to assume homogeneity of variance? Why or why not? What other assumptions would need to be considered before examining contrasts between the groups?

Is it reasonable to draw causal conclusions from this study? Why or why not?

3.

Calculates_pusing Equation 14.1. It may be helpful to use a spreadsheet.

4.

Calculatedffor comparisons in this study using Equation 14.2. Use ESCI'sNormal and tfile to find the correspondingt₉₅(df).

5.

To what extent did bilingual children do better on the language task than monolingual children? First, calculate the 95% MoE for this comparison using Equation 14.4, then find the 95% CI for the difference between the groups. Interpret the results

6.

To what extent did bilingual children do better on the language task than those who were exposed to a second language but not fluent? Will you need to recalculate the MoE? Why or why not? Find the CI, then interpret the results.

7.

Check your work using ESCI. How closely do the ESCI results come to those you calculated?

8.

It is also possible to compare monolingual children to those exposed to a second language but not fluent. And to compare the children with any second-language experience (exposed but not fluent and bilingual) to those without it (monolingual)a subset contrast. However, what issue is it critical to be aware of before conducting additional comparisons?