عنوان مقاله [English]
The purpose of the present study was to compare working memory, creativity and cognitive flexibility in bilingual and monolingual students of persian azeri languages. The research method was ex post facto. The statistical population of the study consisted of all bilingual and monolingual female students in district 19 of Tehran in 2018 that from this population 120 people were selected by stage sampling. Data collection tools included Working Memory Questionnaire (Dunman & Carpenter, 1980), Creativity (Abedi, 1985) and Cognitive Flexibility (Dennis & vanderwal, 2010). Analysis of variance was used for data analysis. Findings showed that there was a significant difference (p <0.05) between working memory, creativity and cognitive flexibility in monolingual and bilingual groups. In this regard, the differences between bilingual and monolingual students were (7 score) in creativity, (4 score) in flexibility, and (2 score) in working memory. Based on the findings, it can be concluded that second language instruction in students' developmental process can enhance their cognitive abilities, especially creativity and cognitive flexibility, which is likely to improve their academic performance.