Previous research found cross-cultural differences in cognitive and non-cognitive characteristics of learners. For example, students from Asian Pacific countries on average demonstrate higher levels of mathematical performance (Mullis, Martin, & Foy, 2016; OECD, 2010; OECD, 2018). This advantage may be partly attributed to specific features of Chinese language, transparency of number system, parental and students’ attitudes towards learning mathematics, approaches to teaching mathematics and other factors. The aim of the study is to investigate potential influence of learning specific second languages (employing letter-based vs. spatially complex character-based writing systems) on cognitive development and academic achievement of secondary school learners. Previous research suggested a weak, but significant effect of language on mathematical reasoning: children learning Chinese as a second language outperformed children learning letter-based languages after 1 year of learning (Rodic et al, 2015). The present study investigated the effects of second language learning in the same children three years later.
Online test battery was used to measure cognitive characteristics: mathematical abilities (e.g. math fluency, number sense, mathematical reasoning); spatial abilities (mental rotation); general cognitive abilities (Raven’s progressive matrices). Academic achievement measures included grades for school subjects e.g. mathematics, Russian and second language. Non-cognitive characteristics were measured using online questionnaires assessing self-perceived abilities and motivation for learning mathematics and second language; gender stereotypes in learning mathematics and second language; implicit theories of intelligence; second language learning strategies; test anxiety and anxiety in learning foreign languages; socio-cultural and learning environment factors (for example, hobbies, physical activity, art, music, additional sessions for mathematics and second language with tutors).
Data used for analysis is a part of a longitudinal study including five waves of data collection across six years of formal school education (2012 – 2018 academic years). The sample included three groups of pupils learning English, English and Spanish, and English and Chinese as second languages at three different secondary schools in Russia; sample sizes varied across the waves between 195 and 226 participants.
The results will be discussed in the light of recent research findings on interaction of cognitive domains, cognitive transfer and performance.
The study was supported by the Grant from the Russian Foundation for Basic Research (research project number 16-36-01102).
