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Papers on “bilingualism cognitive control executive function”

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1. How does bilingualism modify cognitive function? Attention to the mechanism

   E. Bialystok, F. Craik · 2022 · Psychonomic Bulletin & Review · 204 cites

2. Musical Training, Bilingualism, and Executive Function: A Closer Look at Task Switching and Dual‐Task Performance

   Linda Moradzadeh, Galit Blumenthal, Melody Wiseheart · 2015 · Cognitive Science · 89 cites

   AbstractThis study investigated whether musical training and bilingualism are associated with enhancements in specific components of executive function, namely, task switching and dual‐task performance. Participants (n = 153) belonging to one of four groups (monolingual musician, bilingual musician, bilingual non‐musician, or monolingual non‐musician) were matched on age and socioeconomic status and administered task switching and dual‐task paradigms. Results demonstrated reduced global and local switch costs in musicians compared with non‐musicians, suggesting that musical training can contribute to increased efficiency in the ability to shift flexibly between mental sets. On dual‐task perf

3. Effects of dense code-switching on executive control

   Julia Hofweber, Theodoros Marinis, Jeanine Treffers-Daller · 2016 · Linguistic Approaches to Bilingualism · 79 cites

   Abstract Bilingualism is reported to re-structure executive control networks, but it remains unknown which aspects of the bilingual experience cause this modulation. This study explores the impact of three code-switching types on executive functions: (1) alternation, (2) insertion, and (3) dense code-switching or congruent lexicalisation. Current models hypothesise that different code-switching types challenge different aspects of the executive system because they vary in the extent and scope of language separation. Two groups of German-English bilinguals differing in dense code-switching frequency participated in a flanker task under conditions varying in degree of trial-mix

4. Musical training, bilingualism, and executive function: working memory and inhibitory control

   A. D’Souza, L. Moradzadeh, M. Wiseheart · 2018 · Cognitive Research · 67 cites

   The current study investigated whether long-term experience in music or a second language is associated with enhanced cognitive functioning. Early studies suggested the possibility of a cognitive advantage from musical training and bilingualism but have failed to be replicated by recent findings. Further, each form of expertise has been independently investigated leaving it unclear whether any benefits are specifically caused by each skill or are a result of skill learning in general. To assess whether cognitive benefits from training exist, and how unique they are to each training domain, the current study compared musicians and bilinguals to each other, plus to individuals who had expertis

5. Referring expressions and executive functions in bilingualism

   Antonella Sorace · 2016 · Linguistic Approaches to Bilingualism · 65 cites

   Abstract Recent research has shown that the bilingual experience has positive effects on non-linguistic cognition (Bialystok 2009; Costa and Sebastian-Gallés 2014) but also negative effects on language, for example on vocabulary size and lexical fluency (Pearson et al. 1993). While most of the linguistic ‘disadvantages’ of bilingualism have been discussed in the lexical domain, this question is scaled up here to the sentence level and a novel theoretical framework is proposed which explicitly connects psychological and linguistic research. It is suggested that the bilingual experience may (a) affect the reciprocal interactions between language and general cognition, and (b) m

6. Early Executive Function: The Influence of Culture and Bilingualism

   Crystal D. Tran, Maria M. Arredondo, Hanako Yoshida · 2018 · Bilingualism (Cambridge, England) · 55 cites

   Evidence suggests that cultural experiences and learning multiple languages have measurable effects on children's development of executive function (EF). However, the precise impact of how bilingualism and culture contribute to observed effects remains inconclusive. The present study aims to investigate how these factors shape the development of early EF constructs longitudinally, between monolingual and bilingual children at ages 3, 3½ and 4 years, with a set of EF tasks that are uniquely relevant to the effects of bilingualism and cultural practices. We hypothesize that the effects of bilingualism and cultural backgrounds (i.e., Eastern) are based on different, though related, cognitive co

7. Alerting, Orienting, and Executive Control: The Effect of Bilingualism and Age on the Subcomponents of Attention

   Tanya Dash, P. Berroir, Y. Joanette, et al. · 2019 · Frontiers in Neurology · 54 cites

   Life-long experience of using two or more languages has been shown to enhance cognitive control abilities in young and elderly bilinguals in comparison to their monolingual peers. This advantage has been found to be larger in older adults in comparison to younger adults, suggesting that bilingualism provides advantages in cognitive control abilities. However, studies showing this effect have used a variety of tasks (Simon Task, Stroop task, Flanker Task), each measuring different subcomponents of attention and raising mixed results. At the same time, attention is not a unitary function but comprises of subcomponents which can be distinctively addressed within the Attention Network Test (ANT)

8. Executive control in bilingual children

   Klara Marton · 2016 · Linguistic Approaches to Bilingualism · 15 cites

   Abstract While findings on the bilingual advantage in adults are mixed, the data from children are more consistent but still show variations. A number of factors influence the outcomes, such as individual bilingual characteristics, variations in target functions, and differences in task type. Our goal is to demonstrate that there is a complex relationship among these variables and that the outcomes of executive function (EF) studies depend on the interactions among these factors. Performance on EF is influenced by children's language proficiency, language use, age, socioeconomic status, and culture. These individual features show different interactions with different executiv