THE EFFECT OF BILINGUALISM FORMATION ON MEMORY CHARACTERISTICS IN PRIMARY SCHOOL-AGE CHILDREN

This study examines the effect of bilingualism on memory characteristics in primary school–aged children. The research aimed to determine whether differences exist in visual and auditory memory between monolingual (Uzbek-speaking) and bilingual (Uzbek- and Russian-speaking) students. The study employed R. Meili’s memory assessment methodology, which includes separate evaluation of visual and auditory memory. A total of 205 students aged 9–10 participated in the experiment. The findings indicate that there are no statistically significant differences between monolingual and bilingual children in either visual or auditory memory performance. These results suggest that core memory processes–encoding, storage, and retrieval–are not directly dependent on language background at this developmental stage. The study concludes that memory development in primary school children is primarily influenced by general cognitive maturation and educational conditions rather than bilingualism, highlighting the need for an integrative neuro–psycho–pedagogical approach to understanding bilingual development.

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