Cognitive foundations of successful teaching of the Russian language: a cross-cultural study

The paper presents findings of a cross-cultural analysis of cognitive foundations of successful teaching of the Russian language. The study looked into the role of the speed of information processing, of working memory and non-verbal intellect in development of individual differences in success of Russian language learning on the material of teachers' marks and results of state examinations. The study involved 512 school students (46,3% of them boys) of grade XI (average age 17,7 0,46) from the Russian Federation and the Kirghiz Republic whose teaching was carried out in Russian. There were two groups of students whose language of teaching coincided with their mother tongue and one group whose mother tongue was different. The speed of information processing and working memory were measured with the help of a battery of computerized tests "Cognitive characteristics", the non-verbal intellect was measured with the help of the test "Standard progressive matrixes". Methods of multiple regression, dispersion and correlation analysis were used to analyze the data. It was discovered that Russian native speakers performed better in the state examination in the Russian language than non-native speakers. When the mother tongue coincides with the language of teaching, less cognitive effort is required to perform on standard tasks in Russian. Specificity of links between cognitive development and success in learning Russian is determined by effectiveness of instruction; in less favorable conditions it is only non-verbal intellect that is linked to academic success; in more favorable conditions working memory also comes into play. The authors discuss the role of the native language and the national educational system in development of individual differences in cognitive functioning and in learning.