Morphological and phonological processing in English monolingual, Chinese-English bilingual, and Spanish-English bilingual children: An fNIRS neuroimaging dataset
Xin Sun,
Kehui Zhang,
Rebecca Marks,
Zachary Karas,
Rachel Eggleston,
Nia Nickerson,
Chi-Lin Yu,
Neelima Wagley,
Xiaosu Hu,
Valeria Caruso,
Tai-Li Chou,
Teresa Satterfield,
Twila Tardif,
Ioulia Kovelman
Affiliations
Xin Sun
Corresponding author.; Department of Psychology, University of Michigan Ann Arbor
Kehui Zhang
Department of Psychology, University of Michigan Ann Arbor
Rebecca Marks
Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology
Zachary Karas
Department of Psychology, University of Michigan Ann Arbor
Rachel Eggleston
Department of Psychology, University of Michigan Ann Arbor
Nia Nickerson
Department of Psychology, University of Michigan Ann Arbor
Chi-Lin Yu
Department of Psychology, University of Michigan Ann Arbor
Neelima Wagley
Department of Psychology and Human Development, Vanderbilt University
Xiaosu Hu
Department of Psychology, University of Michigan Ann Arbor
Valeria Caruso
Department of Psychology, University of Michigan Ann Arbor
Tai-Li Chou
Department of Psychology, National Taiwan University
Teresa Satterfield
Department of Psychology, University of Michigan Ann Arbor
Twila Tardif
Department of Psychology, University of Michigan Ann Arbor
Ioulia Kovelman
Department of Psychology, University of Michigan Ann Arbor
This article documents a functional Near-Infrared Spectroscopy (fNIRS) neuroimaging dataset deposited in Deep Blue Data. The dataset included neuroimaging and behavioral data from N = 343 children aged 5-11 with a diverse linguistic background, including children who are English monolingual, Chinese-English, and Spanish-English bilingual. Children completed phonological and morphological awareness tasks in each of their languages during fNIRS neuroimaging. They also completed a wide range of language and reading tasks. Parents filled in questionnaires to report children's demographic information as well as their home language and literacy backgrounds. The dataset is valuable for researchers in the field of developmental cognitive neuroscience to further investigate questions such as the effects of bilingualism on children's neural basis for literacy development.
