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Testing relations between language (verbal) and nonverbal abilities in children and adults acquiring a nonprimary language

General sign theory per Oller et al. (2000a, 2000b) predicts that, to the extent that valid measurements are possible, nonverbal abilities should correlate positively with primary language abilities (Hypothesis 1). Further, nonverbal abilities of persons in the early stages of acquiring a nonprimary language should correlate significantly more positively with proficiencies in their primary language than in their nonprimary language (Hypothesis 2(a)); but as persons approach parity between their primary and any nonprimary language, correlations between nonverbal scores and proficiencies in the two languages should both be positive and not significantly different (Hypothesis 2(b)). The Cattell-Horn theory predicts that nonverbal abilities should correlate equally with primary and nonprimary skills throughout the course of development. Gardner’s theory predicts nonsignificant correlations. Hypotheses 1, 2(a) and 2(b) are examined in within-subjects, repeated measures designs. Study 1 examines 50 children acquiring EFL in a bilingual school in Mexico, and Studies 2 and 3 examine 165 and 203 Korean adults learning EFL. Hypotheses 1, 2(a) and 2(b) are confirmed (p < .01). The Gardner and Cattell-Horn predictions are disconfirmed.