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Papers on “bilingualism cognitive control executive function”

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1. Meta-analytic evidence for a superordinate cognitive control network subserving diverse executive functions

   Tara A. Niendam, Angela R. Laird, Kimberly L. Ray, et al. · 2012 · Cognitive Affective & Behavioral Neuroscience · 1,772 cites

2. Bilingualism, Aging, and Cognitive Control: Evidence From the Simon Task.

   Ellen Bialystok, Fergus I. M. Craik, Raymond M. Klein, et al. · 2004 · Psychology and Aging · 1,624 cites

   Previous work has shown that bilingualism is associated with more effective controlled processing in children; the assumption is that the constant management of 2 competing languages enhances executive functions (E. Bialystok, 2001). The present research attempted to determine whether this bilingual advantage persists for adults and whether bilingualism attenuates the negative effects of aging on cognitive control in older adults. Three studies are reported that compared the performance of monolingual and bilingual middle-aged and older adults on the Simon task. Bilingualism was associated with smaller Simon effect costs for both age groups; bilingual participants also responded more rapidly

3. Bilingualism: The good, the bad, and the indifferent

   Ellen Bialystok · 2008 · Bilingualism Language and Cognition · 1,082 cites

   The present paper summarizes research showing that bilingualism affects linguistic and cognitive performance across the lifespan. The effect on linguistic performance is generally seen as a deficit in which bilingual children control a smaller vocabulary than their monolingual peers and bilingual adults perform more poorly on rapid lexical retrieval tasks. The effect on cognitive performance is to enhance executive functioning and to protect against the decline of executive control in aging. These effects interact to produce a complex pattern regarding the effect of bilingualism on memory performance. Memory tasks based primarily on verbal recall are performed more poorly by bilinguals but m

4. Bilingual experience and executive functioning in young children

   Stephanie M. Carlson, Andrew N. Meltzoff · 2008 · Developmental Science · 1,052 cites

   Advanced inhibitory control skills have been found in bilingual speakers as compared to monolingual controls (Bialystok, 1999). We examined whether this effect is generalized to an unstudied language group (Spanish-English bilingual) and multiple measures of executive function by administering a battery of tasks to 50 kindergarten children drawn from three language groups: native bilinguals, monolinguals (English), and English speakers enrolled in second-language immersion kindergarten. Despite having significantly lower verbal scores and parent education/income level, Spanish-English bilingual children's raw scores did not differ from their peers. After statistically controlling for these f

5. Cognitive control and lexical access in younger and older bilinguals.

   Ellen Bialystok, Fergus I. M. Craik, Gigi Luk · 2008 · Journal of Experimental Psychology Learning Memory and Cognition · 927 cites

   Ninety-six participants, who were younger (20 years) or older (68 years) adults and either monolingual or bilingual, completed tasks assessing working memory, lexical retrieval, and executive control. Younger participants performed most of the tasks better than older participants, confirming the effect of aging on these processes. The effect of language group was different for each type of task: Monolinguals and bilinguals performed similarly on working memory tasks, monolinguals performed better on lexical retrieval tasks, and bilinguals performed better on executive control tasks, with some evidence for larger language group differences in older participants on the executive control tasks.

6. Cognitive Complexity and Attentional Control in the Bilingual Mind

   Ellen Bialystok · 1999 · Child Development · 878 cites

   Abstract In the analysis and control framework, Bialystok identifies analysis (representation) and control (selective attention) as components of language processing and has shown that one of these, control, develops earlier in bilingual children than in comparable monolinguals. In the theory of cognitive complexity and control (CCC), Zelazo and Frye argue that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules. The present study investigates whether the bilingual advantage in control can be found in a nonverbal task, the dimensional change card sort, used by Zelazo and Frye to assess CCC. This problem contains m

7. Is bilingualism associated with enhanced executive functioning in adults? A meta-analytic review.

   Minna Lehtonen, Anna Soveri, Aini Laine, et al. · 2018 · Psychological Bulletin · 645 cites

   Because of enduring experience of managing two languages, bilinguals have been argued to develop superior executive functioning compared with monolinguals. Despite extensive investigation, there is, however, no consensus regarding the existence of such a bilingual advantage. Here we synthesized comparisons of bilinguals' and monolinguals' performance in six executive domains using 891 effect sizes from 152 studies on adults. We also included unpublished data, and considered the potential influence of a number of study-, task-, and participant-related variables. Before correcting estimates for observed publication bias, our analyses revealed a very small bilingual advantage for inhibition, sh

8. Cognitive Advantage in Bilingualism

   Angela de Bruin, Barbara Treccani, Sergio Della Sala · 2014 · Psychological Science · 611 cites

   It is a widely held belief that bilinguals have an advantage over monolinguals in executive-control tasks, but is this what all studies actually demonstrate? The idea of a bilingual advantage may result from a publication bias favoring studies with positive results over studies with null or negative effects. To test this hypothesis, we looked at conference abstracts from 1999 to 2012 on the topic of bilingualism and executive control. We then determined which of the studies they reported were subsequently published. Studies with results fully supporting the bilingual-advantage theory were most likely to be published, followed by studies with mixed results. Studies challenging the bilingual a