Working memory and IQ are bilingual children are better than monolinguals

The purpose of the current study is to investigate the relationship between working memory (WM) and intelligence quotient in female monolingual( ML)and bilingual(BL) students. Information processing scale (Ipt) and Raven’s progressive matrice test (Rpmt) were used as a test for the assessment of WM and intelligence quotient, respectively. Then, these tests were administered to 366 (183 ML and 183 BL) Female high school student at grade three in Persian. Also, mean score of all final exams in the present academic year were used as a scale for assessment of academic achievement. Pearson’s correlation coefficient and t-test, were then performed to determine which group had better performance in three variables. Based on the results, although there was a significant relationship between working memory and academic performance in both groups, this relationship in intelligence quotient between ML and BL students was not significant. High linguistic experiences in structural, semantic an phonology domain lets BL students to outperform ML in wm task and academic achievement but this is not the case for intelligence. Fundamental reasons which accounted for the differences and non-difference between two groups are explained in detail.