Table 1.
Summary of number of participants and covariates across the groups, including the two breakdowns for the multilingual sub-groups.
| Group | Number of participants | Mean non-verbal cognitiona (SD) | Mean mother’s level of educationb (SD) | Mean family revenuec (SD) | Mean years attended daycare (SD) |
|---|---|---|---|---|---|
| Multilinguald | 106 | 28.4 (29.8) | 3.2 (1.4) | 6.3 (1.7) | 2.5 (1.7) |
| Simultaneous | 38 | 30.6 (28.1) | 3.1 (1.5) | 6.1 (1.5) | 2.8 (1.5) |
| Sequential | 68 | 27.3 (23.3) | 3.2 (1.4) | 6.4 (1.8) | 2.0 (1.9) |
| Majority | 65 | 29.6 (25.9) | 3.4 (1.4) | 6.5 (1.7) | 2.8 (1.6) |
| Minority | 41 | 26.3 (22.8) | 2.8 (1.4) | 6.0 (1.7) | 1.9 (1.8) |
| Monolingual | 211 | 31.7 (29.7) | 4.5 (2.0) | 6.4 (1.5) | 3.0 (1.6) |
a
Non-verbal cognition was measured via the WISC-IV-Block Design Subtest.
b
Mother’s level of education reported on a scale from 1 (partial completion of a secondary education, ‘high school’) to 9 (completion of a doctorate); 3 = partial completion of undergraduate university degree.
c
Family revenue reported on a scale from 1 (below 10,000 Canadian$) to 8 (above 80,000 Canadian$).
d
The multilingual group was further divided based on sequential vs. simultaneous age of onset of second-language acquisition (Question 3), and based on majority vs. minority language status (Question 4).