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Articoli di riviste sul tema "Bilingualism"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Marlina, Leni. "BILINGUALISM AND BILINGUAL EXPERIENCES: A CASE OF TWO SOUTHEAST ASIAN FEMALE STUDENTS AT DEAKIN UNIVERSITY." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 2 (2017): 182. http://dx.doi.org/10.24036/ld.v10i2.7429.

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BILINGUALISME AND PENGALAMAN BILINGUAL: Sebuah Studi Kasus Dua Mahasiswa Perempuan Asia Tenggara di Deakin UniversityAbstractBilingualism is inseparable from humans’ life. It occurs practically in every country, in all classes of society and in all age groups. Besides, it has many dimensions. This paper is to describe bilingualism dan bilingual experiences from two international students who were studying at Deakin University in 2012. To describe bilingual experiences students two Southeast Asian female students had been interviewed at Deakin University in 2012. To explore their detail experie

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Pathare, Manali, Ester Navarro, and Andrew R. A. Conway. "Seeing Through Other Eyes: How Language Experience and Cognitive Abilities Shape Theory of Mind." Behavioral Sciences 15, no. 6 (2025): 755. https://doi.org/10.3390/bs15060755.

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Understanding others’ perspectives, or Theory of Mind (ToM), is a critical cognitive skill essential for social competence and effective interpersonal interactions. Although ToM is present in varying degrees across individuals, recent research indicates that linguistic factors, particularly bilingualism, can significantly influence its expression. Building on these findings, the current study examined performance on the perspective-taking trials of the Director Task among bilinguals and monolinguals. The results showed a nonsignificant trend in accurate responses as a function of bilingualism;

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Frederiksen, Anne Therese, and Judith F. Kroll. "Regulation and Control: What Bimodal Bilingualism Reveals about Learning and Juggling Two Languages." Languages 7, no. 3 (2022): 214. http://dx.doi.org/10.3390/languages7030214.

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In individuals who know more than one language, the languages are always active to some degree. This has consequences for language processing, but bilinguals rarely make mistakes in language selection. A prevailing explanation is that bilingualism is supported by strong cognitive control abilities, developed through long-term practice with managing multiple languages and spilling over into more general executive functions. However, not all bilinguals are the same, and not all contexts for bilingualism provide the same support for control and regulation abilities. This paper reviews research on

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Gutierrez, John R., Josiane F. Hamers, and Michel H. A. Blanc. "Bilinguality and Bilingualism." Modern Language Journal 75, no. 2 (1991): 241. http://dx.doi.org/10.2307/328838.

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Lanvers, Ursula, Josine F. Hamers, and Michael Blanc. "Bilinguality and Bilingualism." Modern Language Review 96, no. 4 (2001): 1172. http://dx.doi.org/10.2307/3735982.

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Dorian, Nancy C., Josiane F. Hamers, and Michel H. A. Blanc. "Bilinguality and Bilingualism." Language 66, no. 4 (1990): 869. http://dx.doi.org/10.2307/414753.

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Dolitsky, Marlene. "Bilinguality & bilingualism." Journal of Pragmatics 19, no. 4 (1993): 380–83. http://dx.doi.org/10.1016/0378-2166(93)90096-8.

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Wang, Anni. "Exploring the L2 Acquisition Outcome of Simultaneous Bilinguals and The Influence of Input." Journal of Education, Humanities and Social Sciences 42 (December 17, 2024): 951–57. https://doi.org/10.54097/s7k6vx19.

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Simultaneous bilingualism refers to bilingualism where the bilingual is exposed to both languages from birth and learn two languages before the age of three. Such bilinguals become native-like in both languages (called balanced bilingualism), or have a stronger and weaker language (called unbalanced bilingualism). Therefore, this article depicts simultaneous bilinguals’ learning outcome of their weaker language from syntax, phonetics, and vocabulary acquisition, and discusses the influence of input on the acquisition process. Specifically, in their lesser exposed language, simultaneous bilingu

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Anjelia Ratu Oasis, Anggelia Dwi Agustin, and Nuryani. "Bilingualisme pada Kanal YouTube Leonardo Edwin." Kopula: Jurnal Bahasa, Sastra, dan Pendidikan 7, no. 1 (2025): 180–95. https://doi.org/10.29303/kopula.v7i1.6269.

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Abstrak Penelitian ini bertujuan untuk mendeskripsikan bentuk bilingualisme yang terjadi pada anak usia 6 tahun dalam kanal YouTube Dedeto Tv dalam konten video “Faunaland Ancol Seru Banget!! Edukasi yang Menyenangkan Tentang Fauna” dengan tautan https://youtu.be/jRLH6WG0kF0?si=SmSrQxpN19Pni0mh. Penelitian ini menggunakan metode deskriptif kualitatif. Subjek pada penelitian ini berupa anak usia 6 tahun bernama Enzo dalam kanal YouTube Dedeto Tv yang terdapat dalam konten video “Faunaland Ancol Seru Banget!! Edukasi yang Menyenangkan Tentang Fauna”. Data dalam penelitian ini adalah tuturan kata

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Centeno, José G. "The Relevance of Bilingualism Questionnaires in the Personalized Treatment of Bilinguals With Aphasia." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 17, no. 3 (2010): 65–73. http://dx.doi.org/10.1044/cds17.3.65.

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Bilingualism questionnaires are important intake instruments to develop clinically useful individual bilingualism histories on dual-language users. Insights from these questionnaires enhance diagnostic difference-versus-disorder determinations and therapeutic suitability. The relevance of bilingualism questionnaires, often stressed in the case of pediatric bilingual cases, has received minimal attention in aphasia rehabilitation with bilinguals. This article discusses the development and implementation of systematic bilingualism questionnaires to gather pre-morbid experiential insights on bili

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Tian, Fangjing, Yuan Lan, Qingyang Li, and Wen Yang. "The Effect of Bilingualism on Children's Creative Thinking of Cognitive Functioning: Evidence from Chinese Native Speaker." Lecture Notes in Education Psychology and Public Media 48, no. 1 (2024): 25–32. http://dx.doi.org/10.54254/2753-7048/48/20231453.

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This essay investigates the impact of bilingualism, specifically learning English as a second language, on the creative thinking of Chinese-speaking children. Bilingualism's influence on cognitive functioning, particularly creative thinking, has been widely debated, with studies showing varying results. The study includes Chinese monolinguals and Chinese-English bilinguals from different age groups, with the aim of exploring potential differences in creative thinking between the two groups. To assess creative thinking, a battery of standardized creativity tests adapted to the Chinese language

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Arce Rentería, M., K. Casalletto, S. Tom, et al. "The Contributions of Active Spanish-English Bilingualism to Cognitive Reserve among Older Hispanic Adults Living in California." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1235. http://dx.doi.org/10.1093/arclin/acz029.02.

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Abstract Objective Bilinguals may be able to retain similar levels of cognitive functioning given age and/or Alzheimer’s Disease-related neurodegeneration, compared to monolinguals. Many studies have yielded equivocal findings that may be explained by within-group differences among bilinguals, such as frequency of language use. The current study aimed to clarify the role of frequency of bilingual language use (i.e., active versus passive) in the association of brain structure and memory. We hypothesized that active bilinguals would demonstrate better memory performance compared to passive bili

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de Bruin, Angela. "Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences." Behavioral Sciences 9, no. 3 (2019): 33. http://dx.doi.org/10.3390/bs9030033.

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No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in r

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Doctor, Estelle A., Rashid Ahmed, Vanessa Ainslee, Tessa Cronje, Denise Klein, and Suzette Knight. "Cognitive Aspects of Bilingualism. Part 1. External Features." South African Journal of Psychology 17, no. 2 (1987): 56–62. http://dx.doi.org/10.1177/008124638701700204.

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In this review we evaluate definitions of bilingualism, its nature and scope, and types of bilinguals. We indicate the importance of assessing the degree of bilingualism accurately, and delineate some of the difficulties associated with evaluating it. We discuss bilingualism and biscriptalism, and reading different orthographies. Finally we place these issues within the context of English — Afrikaans bilingualism in South Africa.

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No authorship indicated. "Review of Bilinguality and Bilingualism." Contemporary Psychology: A Journal of Reviews 35, no. 6 (1990): 621. http://dx.doi.org/10.1037/028769.

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MORRISON, CASSANDRA, FAROOQ KAMAL, and VANESSA TALER. "The influence of bilingualism on working memory event-related potentials." Bilingualism: Language and Cognition 22, no. 1 (2018): 191–99. http://dx.doi.org/10.1017/s1366728918000391.

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Bilingualism has been found to enhance the ability to store and manipulate information in working memory (WM). However, previous studies of WM function in bilingualism have been limited to behavioural measures, leaving questions unanswered regarding the effects of bilingualism on neural mechanisms employed during WM tasks. We recorded brain activity (event-related potentials; ERPs) while participants (23 English-speaking and 21 English–French bilinguals) performed an n-back WM task. Accuracy and reaction time were similar across groups, but monolinguals exhibited smaller P300 amplitudes relati

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CROMDAL, JAKOB. "Childhood bilingualism and metalinguistic skills: Analysis and control in young Swedish–English bilinguals." Applied Psycholinguistics 20, no. 1 (1999): 1–20. http://dx.doi.org/10.1017/s0142716499001010.

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Several scholars have claimed that childhood bilingualism may enhance development of linguistic awareness. In the present investigation, metalinguistic ability is studied in terms of the dual skill components outlined by Bialystok and Ryan (1985): control of linguistic processing and analysis of linguistic knowledge. A total of 38 English–Swedish bilinguals, assigned to two groups according to relative proficiency, and 16 Swedish monolinguals, all aged 6 to 7 years, received three tasks: symbol substitution, grammaticality judgment, and grammaticality correction. Effects of general bilingualis

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Schroeder, Scott R., Viorica Marian, Anthony Shook, and James Bartolotti. "Bilingualism and Musicianship Enhance Cognitive Control." Neural Plasticity 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/4058620.

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Learning how to speak a second language (i.e., becoming a bilingual) and learning how to play a musical instrument (i.e., becoming a musician) are both thought to increase executive control through experience-dependent plasticity. However, evidence supporting this effect is mixed for bilingualism and limited for musicianship. In addition, the combined effects of bilingualism and musicianship on executive control are unknown. To determine whether bilingualism, musicianship, and combined bilingualism and musicianship improve executive control, we tested 219 young adults belonging to one of four

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Lee, Seung-Ryul. "Official Bilingualism Policy and Bilinguals." Asian Journal of Canadian Studies 24, no. 2 (2018): 75–97. http://dx.doi.org/10.35178/ajcs.2019.24.2.75.

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Mulyani, Mulyani. "IDENTIFYING THE CONCEPT OF BILINGUALISM AND BILINGUALS THROUGH SEVEN BAKER’S DIMENSIONS OF BILINGUALISM." Englisia Journal 5, no. 1 (2017): 29. http://dx.doi.org/10.22373/ej.v5i1.1669.

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The study is mainly aimed at investigating and analyzing the concept of bilingualism and bilinguals based on seven Baker’s (2011) dimensions of bilingualism; ability, culture, context, age, use, elective bilingualism, and balance of two languages. All of the dimensions were discussed specifically and comparatively based on Baker’s bilingualism dimensions related to the experience of learning second language (L2) of both the participants. However, another dimension; development is not discussed in this study since there is insufficient information and no correlation to the participants’ experie

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Šešum, Mia, and Marina Šestić. "Special features of bimodal bilingual communication." Specijalna edukacija i rehabilitacija 24, no. 1 (2025): 129–42. https://doi.org/10.5937/specedreh24-52379.

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Bimodal bilingualism is a special linguistic phenomenon that refers to the mastery of both signed and spoken language. In contrast to unimodal bilingualism, bimodal bilinguals have the ability to use two languages simultaneously. In addition to deaf people, bimodal bilinguals primarily include hearing children of deaf parents and people with cochlear implants. Aim. The aim of this paper is to provide an overview of the characteristics of bimodal bilingualism based on an analysis of contemporary literature, as well as to provide an insight into the linguistic development of bimodal bilinguals a

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Bylund, Emanuel, Kenneth Hyltenstam, and Niclas Abrahamsson. "Age of acquisition – not bilingualism – is the primary determinant of less than nativelike L2 ultimate attainment." Bilingualism: Language and Cognition 24, no. 1 (2020): 18–30. http://dx.doi.org/10.1017/s1366728920000188.

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AbstractIt has recently been suggested that bilingualism, rather than age of acquisition, is what underlies less than nativelike attainment in childhood L2 acquisition. Currently, however, the empirical evidence in favor of or against this interpretation remains scarce. The present study sets out to fill this gap, implementing a novel factorial design in which the variables age of acquisition and bilingualism have been fully crossed. Eighty speakers of Swedish, who were either L1 monolinguals, L1 simultaneous bilinguals, L2 sequential monolinguals (international adoptees), or L2 sequential bil

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Absalomov, Khiloliddin, Rustam Abloqul o'g'li Juraqulov, and Mashxura Navruz qizi Tojiyeva. "PSYCHOLOGİCAL ANALYSES OF BİLİNGUALS." Zamonaviy dunyoda ijtimoiy fanlar: nazariy va amaliy izlanishlar, no. 12 (February 26, 2022): 99–103. https://doi.org/10.5281/zenodo.6292915.

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The aim of this article is to integrate the current literature about the psychological dimensions of bilingualism: that is, to analyze psychological, subjective, and internal perspectives on bilingualism. What is the internal world of bilinguals like? How do they perceive the world and how do they think? What are the advantages and disadvantages of being bilingual? How does bilingualism interact with personality?

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Abiyeva, Fidan Sabir. "Bilingualism." Scientific Bulletin 2 (2021): 21–25. http://dx.doi.org/10.54414/uawb7224.

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This article deals with the acquisition of the second language. It provides a comprehensive explanation of the types of Bilingualism and tries to give answers to some important questions about language learning. It clarifies the difference between acquisition and learning the language and attempts to show the advantages and disadvantages of being able to speak more than one language. Besides, the factors that influence person`s learning and acquisition and their role in language and communication are spoken about. Special attention was given to compact, coordinated, dominant and balanced bilin

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Alipour, Javad, Amir Mohammad Safavizade, and Mahmood Hashemian. "impact of age of onset on bilinguals’ task switching performance in a nonimmigration context." Journal of Monolingual and Bilingual Speech 5, no. 2 (2023): 133–52. http://dx.doi.org/10.1558/jmbs.23808.

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It is not clear whether bilingualism leads to task switching benefits in single-language nonimmigration contexts, as in dual-language and code-switching immigration contexts. Ninety young Persian-speaking monolingual and bilingual adults reported their language proficiency and use, with the early bilinguals indicating a balanced rating for their L1 and L2, and late bilinguals reporting slightly higher ratings for L1, relative to L2. Concerning the onset age of bilingualism, the bilinguals were classified as early and late bilinguals according to whether they initiated active regular use of the

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Knol, М. "The problem of the formation and functioning of bilingualism in the family and society." Bulletin of the Karaganda university Pedagogy series 110, no. 2 (2023): 177–82. http://dx.doi.org/10.31489/2023ped2/177-182.

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The article determines the conceptualization of “bilingualism” as a common phenomenon. The importance of this disputed point in the state of new multicultural sovereign state is emphasized. A minor overview of the scientific guidance is given in which the occasion of bilingualism is studied. The advantageous and opposite points of opinion of bilingualism researchers are considered, likewise as the contemporary attitude to this problem. Special importance is given to the formation of bilingualism in the family. Accomplishable variation of family bilingualism, age-related dilemma of bilinguals a

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Kovelman, Ioulia, Stephanie A. Baker, and Laura-Ann Petitto. "Bilingual and Monolingual Brains Compared: A Functional Magnetic Resonance Imaging Investigation of Syntactic Processing and a Possible “Neural Signature” of Bilingualism." Journal of Cognitive Neuroscience 20, no. 1 (2008): 153–69. http://dx.doi.org/10.1162/jocn.2008.20011.

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Does the brain of a bilingual process language differently from that of a monolingual? We compared how bilinguals and monolinguals recruit classic language brain areas in response to a language task and asked whether there is a “neural signature” of bilingualism. Highly proficient and early-exposed adult Spanish-English bilinguals and English monolinguals participated. During functional magnetic resonance imaging (fMRI), participants completed a syntactic “sentence judgment task” [Caplan, D., Alpert, N., & Waters, G. Effects of syntactic structure and propositional number on patterns of re

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Zheng, Yifan, Qi Wu, Fengjuan Su, Yingying Fang, Jinsheng Zeng, and Zhong Pei. "The Protective Effect of Cantonese/Mandarin Bilingualism on the Onset of Alzheimer Disease." Dementia and Geriatric Cognitive Disorders 45, no. 3-4 (2018): 210–19. http://dx.doi.org/10.1159/000488485.

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Background: Several studies have found that bilingualism can delay the age of onset of Alzheimer disease (AD). The interpretation of these findings is that switching between two languages can enhance cognitive reserve. However, some studies have provided inconsistent results. Diverse language pairs used by the bilinguals in different studies may contribute to the discrepancies. Cantonese and Mandarin are widely used in southern China, and regarded as bilingualism. The present study aims to determine if Cantonese/Mandarin bilingualism can delay the onset of AD. Methods: The data of 129 patient

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Leikin, Mark, Esther Tovli, and Anna Woldo. "THE INTERPLAY OF BILINGUALISM, EXECUTIVE FUNCTIONS AND CREATIVITY IN PROBLEM SOLVING AMONG MALE UNIVERSITY STUDENTS." Creativity Studies 13, no. 2 (2020): 308–24. http://dx.doi.org/10.3846/cs.2020.10397.

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The present study explores the interplay among bilingualism, executive functions and creativity in problem solving among adult male university students. In this context, the associations between two factors critical for understanding the topic, i.e. type of bilingualism (i.e. balanced versus non-balanced bilingualism) and type of creative thinking (i.e. convergent versus divergent thinking) are examined, as well. 28 Russian/Hebrew/English trilinguals (balanced Russian/Hebrew bilinguals), and 25 non-balanced Hebrew/English bilinguals participated in the study. All participants performed several

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Abu Rabia, Salim. "The effect of degrees of bilingualism on metacognitive linguistic skills." International Journal of Bilingualism 23, no. 5 (2018): 1064–86. http://dx.doi.org/10.1177/1367006918781060.

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Purpose and research question: The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology: The present study examined three domains of metacognitive reading process (planning, monitoring and evaluating), as well as the overall use of metacognitive reading strateg

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Byers-Heinlein, Krista. "Bilingual advantages, bilingual delays: Sometimes an illusion." Applied Psycholinguistics 35, no. 5 (2014): 902–5. http://dx.doi.org/10.1017/s0142716414000204.

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Studying bilingualism is complicated. Baum and Titone's Keynote Article concludes with a discussion of three particularly thorny issues in bilingualism research: (a) bilinguals are not a homogeneous group, (b) bilingualism is not randomly assigned, and (c) the effects of bilingualism are often more complicated than simple advantages or disadvantages/delays. On this latter point, Baum and Titone consider how binary thinking about bilingualism as good or bad can limit the kinds of research questions that we ask. Here, I expand on this issue by showing how some apparent bilingual advantages and d

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Jarvis, Lorna H., Joseph H. Danks, and William E. Merriman. "The effect of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis." Applied Psycholinguistics 16, no. 3 (1995): 293–308. http://dx.doi.org/10.1017/s0142716400007311.

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ABSTRACTDoes bilingualism facilitate the development of cognitive abilities, and if so, how? According to the level of bilingualism hypothesis (Diaz, 1983), only in the early stages of second language acquisition does bilingualism foster cognitive ability. This hypothesis was tested on a sample of 3rd and 4th grade Mexican Spanish-English bilinguals with low English proficiency. Knowledge of Spanish and English in phonology, vocabulary, and syntax was measured. Nonverbal general intelligence was assessed with the Raven Colored Progressive Matrices, and verbal intelligence was assessed with a s

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Gilmullina, L. G. "ANALYSIS OF THE EFFECTS OF BILINGUALISM ON THE EXECUTIVE FUNCTIONS IN FOREIGN SCIENCE." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 32, no. 1 (2022): 49–56. http://dx.doi.org/10.35634/2412-9550-2022-32-1-49-56.

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The article analyzes the updated data of meta-analyses of foreign authors dealing with current problems of bilingualism and reveals a number of reasons indicating advantages in the tasks of executive functions in favor of bilingual people. Several researchers have suggested that learning and using a second language requires common executive functions, and many have shown that bilinguals outperform monolinguals in tasks related to these processes. However, recent studies and meta-analyses have questioned whether bilingualism leads to changes in general executive functions. An article by John G.

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Jakoniuk-Diallo, Anna, and Martyna Bączyk. "Dwujęzyczność a opóźnienie poznawczych objawów demencji." Studia Edukacyjne, no. 63 (November 15, 2021): 7–19. http://dx.doi.org/10.14746/se.2021.63.1.

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Bilingualism is a topic that is most often discussed in the context of raising and working with children. However, the role that bilingualism plays in adulthood and late adulthood is underestimated in the literature. At this stage of life, some people may develop the first symptoms of neurodegenerative diseases, mainly associated with memory and communication disorders. The article briefly introduces the most common causes of dementia symptoms and then discusses bilingualism in several, closely related aspects. The publication contains information on the impact of bilingualism on delaying the

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ZAHODNE, LAURA B., and JENNIFER J. MANLY. "Does bilingualism improve cognitive aging? Commentary on Virginia Valian's target article: Bilingualism and cognition." Bilingualism: Language and Cognition 18, no. 1 (2014): 45–46. http://dx.doi.org/10.1017/s1366728914000601.

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We applaud Valian's (2014) thoughtful analysis of the cross-sectional and longitudinal studies that have thus far contributed to our knowledge about the role of bilingualism in cognitive aging. In evaluating the literature as summarized by Valian, we think it is useful to distinguish between the following four research questions and representative analytic approaches: (1) cross-sectional associations between bilingualism and executive function (e.g., regression), (2) longitudinal associations between bilingualism and change in executive function (e.g., growth curve modeling), (3) bilingualism

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Shwartz, Mila, Mark Leikin, and David L. Share. "Bi-literate bilingualism versus mono-literate bilingualism." Written Language and Literacy 8, no. 2 (2005): 103–30. http://dx.doi.org/10.1075/wll.8.2.08shw.

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The present study compared the early Hebrew (L2) literacy development of three groups; two groups of bilinguals — bi-literate and mono-literate Russian-Hebrew speakers, and a third group of monolingual Hebrew-speakers. We predicted that bi-literacy rather than bilingualism is the key variable as regards L2 literacy learning. In a longitudinal design, a variety of linguistic, meta-linguistic and cognitive tasks were administered at the commencement of first grade, with Hebrew reading and spelling assessed at the end of the year. Results demonstrated that bi-literate bilinguals were far in advan

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Cantillo-Horrillo, Coral, and Isabel R. Rodríguez-Ortiz. "Bimodal Bilingualism and Executive Functions." Revista Signos. Estudios de Lingüística 57, no. 116 (2024): 678–709. https://doi.org/10.4151/s0718-09342024011601019.

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Scientific evidence demonstrates that unimodal bilingualism (two spoken languages) has positive effects on executive control. However, few studies have investigated the influence of bimodal bilingualism (spoken language and sign language) on executive functions. This study explores differences between monolinguals, unimodal bilinguals, and bimodal bilinguals in inhibition, planning, and working memory. A total of 80 participants between 18 and 40 years old were evaluated using executive function tasks of inhibition (verbal Stroop; nonverbal Stroop; verbal Simon; nonverbal Simon), planning (Tow

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BRANZI, FRANCESCA M., MARCO CALABRIA, MIRIAM GADE, LUIS J. FUENTES, and ALBERT COSTA. "On the bilingualism effect in task switching." Bilingualism: Language and Cognition 21, no. 1 (2016): 195–208. http://dx.doi.org/10.1017/s136672891600119x.

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In one task-switching experiment, we compared bilinguals and monolinguals to explore the reliability of the bilingualism effect on the n-2 repetition cost. In a second task-switching experiment, we tested another group of bilinguals and monolinguals and measured both the n-1 shift cost and the n-2 repetition cost to test the hypothesis that bilingualism should confer a general greater efficiency of the executive control functioning. According to this hypothesis, we expected a reduced n-1 shift cost and an enhanced n-2 repetition cost for bilinguals compared to monolinguals. However, we did not

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Semenova, E. Y. "Bilingual Language Experience and Executive Functions: Current State of Research." Современная зарубежная психология 13, no. 2 (2024): 53–61. http://dx.doi.org/10.17759/jmfp.2024130205.

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<p style="text-align: justify;">Bilingualism has been claimed to enhance executive functions, as evidenced by studies comparing bilinguals and monolinguals across various executive function tasks. Despite this assertion, recent systematic reviews and meta-analyses reveal contradictory findings, challenging the existence of the &ldquo;bilingual advantage&rdquo; phenomenon. The variability in results is attributed not to the data obtained but rather to the diverse methodological paradigms utilized across studies. This article analyzes the operationalization of bilingualism and exec

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Alsulami, Sumayyah Qaed. "Partial Immersion Program for Saudi Bilinguals." English Language Teaching 10, no. 2 (2017): 150. http://dx.doi.org/10.5539/elt.v10n2p150.

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Abstract (sommario):

English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi cont

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Liu, Ruiqi, Wendi Li, Bangkai Xiong, Zherui Zhang, and Likai Yan. "Navigating the Mind's Bilingual Maze: Understanding Cognitive Advantages Across Variables." Lecture Notes in Education Psychology and Public Media 46, no. 1 (2024): 115–25. http://dx.doi.org/10.54254/2753-7048/46/20230655.

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It is widely held that bilinguals hold cognitive advantages in working memory compared to monolinguals; however, is there really a conclusive argument? The present study delves into the intriguing relationship between bilingualism and working memory, exploring the debate of potential cognitive advantages that bilinguals might possess. By analyzing seminal works, key studies supporting bilingual advantage, and perspectives challenging this view, this paper synthesizes findings regarding bilingualisms cognitive benefits beyond language processing, delineating its significant contributions and it

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Torres, Valeria L., Mónica Rosselli, David A. Loewenstein, et al. "The Contribution of Bilingualism to Cognitive Functioning and Regional Brain Volume in Normal and Abnormal Aging." Bilingualism: Language and Cognition 25, no. 2 (2021): 337–56. http://dx.doi.org/10.1017/s1366728921000705.

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AbstractWe examined the association between bilingualism, executive function (EF), and brain volume in older monolinguals and bilinguals who spoke English, Spanish, or both, and were cognitively normal (CN) or diagnosed with Mild Cognitive Impairment (MCI) or dementia. Gray matter volume (GMV) was higher in language and EF brain regions among bilinguals, but no differences were found in memory regions. Neuropsychological performance did not vary across language groups over time; however, bilinguals exhibited reduced Stroop interference and lower scores on Digit Span Backwards and category flue

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GRANT, ANGELA, and NANCY DENNIS. "Increased processing speed in young adult bilinguals: evidence from source memory judgments." Bilingualism: Language and Cognition 20, no. 2 (2016): 327–36. http://dx.doi.org/10.1017/s1366728916000729.

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Abstract (sommario):

Although many studies have investigated the consequences of bilingualism on cognitive control, few have examined the impact of bilingualism on other cognitive domains, such as memory. Of these studies, most have focused on item memory and none have examined the role of bilingualism in source memory (i.e., the memory for contextual details from a previous encounter with a stimulus). In our study, young adult bilinguals and monolinguals completed a source memory test, whose different conditions were designed to stress working memory and inhibitory control. Bilinguals performed significantly fast

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Emmorey, Karen, Gigi Luk, Jennie E. Pyers, and Ellen Bialystok. "The Source of Enhanced Cognitive Control in Bilinguals." Psychological Science 19, no. 12 (2008): 1201–6. http://dx.doi.org/10.1111/j.1467-9280.2008.02224.x.

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Abstract (sommario):

Bilinguals often outperform monolinguals on nonverbal tasks that require resolving conflict from competing alternatives. The regular need to select a target language is argued to enhance executive control. We investigated whether this enhancement stems from a general effect of bilingualism (the representation of two languages) or from a modality constraint that forces language selection. Bimodal bilinguals can, but do not always, sign and speak at the same time. Their two languages involve distinct motor and perceptual systems, leading to weaker demands on language control. We compared the per

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POARCH, GREGORY J. "What bimodal and unimodal bilinguals can tell us about bilingual language processing." Bilingualism: Language and Cognition 19, no. 2 (2015): 256–58. http://dx.doi.org/10.1017/s136672891500036x.

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Abstract (sommario):

In their review, Emmorey, Giezen and Gollan (Emmorey, Giezen & Gollan) contrast bimodal bilinguals (individuals who are fluent in a signed and a spoken language) and unimodal bilinguals (individuals fluent in two spoken languages) to highlight the implications of bimodal bilingualism for language processing, the cognitive effects of bilingualism, and the neural organization of languages. For this purpose, the authors focus on the evidence for language mixing in bimodal bilinguals (so-called ‘code-blends’) by hearing children of deaf parents and explore how language co-activation and contro

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KORMI-NOURI, REZA, ALI-REZA MORADI, SHAHRAM MORADI, SAEED AKBARI-ZARDKHANEH, and HAEDEH ZAHEDIAN. "The effect of bilingualism on letter and category fluency tasks in primary school children: Advantage or disadvantage?" Bilingualism: Language and Cognition 15, no. 2 (2010): 351–64. http://dx.doi.org/10.1017/s1366728910000192.

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The aim of the current study was to examine the effects of bilingualism on letter and category fluency tasks. Participants were 1,600 monolingual and bilingual children from three cities in Iran: Tehran (Persian monolinguals), Tabriz (Turkish–Persian bilinguals), and Sanandaj (Kurdish–Persian bilinguals). We separately presented nine Persian letters and thirty-one categories to the participants, and asked them to generate as many words as possible using each of these initial letters and categories within a maximum of three minutes. Bilingual children generated more words than monolingual child

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Hindle, John V., Pamela A. Martin-Forbes, Alexandra J. M. Bastable, et al. "Cognitive Reserve in Parkinson’s Disease: The Effects of Welsh-English Bilingualism on Executive Function." Parkinson's Disease 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/943572.

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Abstract (sommario):

Objective. Bilingualism has been shown to benefit executive function (EF) and delay the onset of Alzheimer’s disease. This study aims at examining whether a bilingual advantage applies to EF in Parkinson’s disease (PD).Method. In a cross-sectional outpatient cohort of monolingual English (n=57) and bilingual Welsh/English (n=46) speakers with PD we evaluated the effects of bilingualism compared with monolingualism on performance on EF tasks. In bilinguals we also assessed the effects of the degree of daily usage of each language and the degree of bilingualism.Results. Monolinguals showed an ad

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Т.Б., Хомуленко, та Бурейко Н.О. "ОСОБЛИВОСТІ МЕТАПАМ'ЯТІ У СТУДЕНТІВ-БІЛІНГВІВ". Вісник Харківського національного педагогічного університету імені Г.С. Сковороди "Психологія", № 55 (18 березня 2017): 296–306. https://doi.org/10.5281/zenodo.400692.

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Abstract (sommario):

The article presents the author's theoretical, methodological and experimental de-velopments of new psychological research of metamemory features among bilingual students. The data concerning an individual’s metamnemonic processes are analyzed and summarized. The three main profiles of bilingual students are characterized. The results of the research of metamemory features in bilingual students with different levels of speech activity self-evaluation are offered. The place and features of connection between the type of bilingualism and the level of metamemory development among the bilinguals u

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Novgorodova, Yu O. "BILINGUAL EFFECT IN THE DEVELOPMENT OF EXECUTIVE FUNCTION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 3 (2021): 281–86. http://dx.doi.org/10.35634/2412-9550-2021-31-3-281-286.

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Abstract (sommario):

The article presents the results of a theoretical review, the purpose of which is to highlight the problem of the influence of bilingualism on the development of executive function change in modern research. The analysis of this problem points to the differentiated contribution of bilingualism to the functioning of such cognitive processes as inhibition, working memory and shifting. The problem is that the established term "bilingual advantage", describing the influence of bilingualism on the development of mental structures, is not correct, since the authors note both positive and negative co

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Schwartz, Mila, Esther Geva, David L. Share, and Mark Leikin. "Learning to read in English as third language." Written Language and Literacy 10, no. 1 (2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.

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The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct language

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