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Author Archives: Stephen Boatright
The origin of the bilingual advantage in false-belief reasoning
Paula Rubio-Fernández [email protected] Theory of Mind; false-belief tasks; true-belief inhibition; attentional processes; eye-tracking In the Sally-Anne task – a standard measure of Theory of Mind development, Sally puts a marble in a box before going out to play. During her absence, Anne moves the marble to a basket, setting the scene for the false-belief question: […]
More distributed neural networks for bilinguals than monolinguals during switching
Kalinka Timmer, John G. Grundy, & Ellen Bialystok (York University, Toronto, Canada) [email protected] bilingualism; task-switching; language switching; event-related potentials (ERPs); mixing cost; switching cost During task-switching bilinguals outperform monolinguals due to their experience with continuous language-switching. This behavioral advantage is not always present in young adults due to ceiling performance. The present study investigated the […]
Dual Language Proficiency and Self-Regulation as Predictors of Academic Performance of Latino Children of Immigrants
Brian A. Collins, PhD (Hunter College, CUNY) [email protected] The present study investigates the roles of Spanish and English proficiencies and self-regulation, including executive functioning, on the academic performance of Latino children of immigrants in the early school years. Language competences and executive functioning such as the capacity to organize and process information, the flexibility to […]
Mixed Language Use and Cognitive Flexibility in Young Bilinguals
Sibylla Leon Guerrero, Laura Mesite, Sarah Surrain & Gigi Luk (Harvard Graduate School of Education) [email protected] Cognitive flexibility; Executive function; Spanish-English bilinguals; Home language use; Trails task In recent decades, US public school classrooms have become increasingly diverse, both linguistically and culturally [1]. While English is the primary medium of instruction in U.S. schools, many […]
Metalinguistic Abilities and EF in Young Foreign Language Learners. Preschoolers in FL immersion may benefit more strongly from repeated testing.
Kathrin Oberhofer (University of Innsbruck) [email protected] metalinguistic ability; executive function; partial bilingualism; emerging bilingualism; child L2 learning; early immersion An ever-growing body of research has shown that individuals who know more than one language use, process, store, and understand language(s) differently from those who know only one. For instance, compared to their monolingual peers, bi/multilingual […]
Does the ‘bilingual advantage’ appear in immersion education after sufficient exposure?
Marie-Eve Joret (Vrije Universiteit Brussel/ Fonds voor Wetenschappelijk Onderzoek), Filip Germeys (KU Leuven), & Piet Van de Craen (Vrije Universiteit Brussel) [email protected] Bilingualism- executive functions- immersion education- Simon Task Background: Some studies have shown that ‘full’ bilingualism might enhance the executive functions in children, young adults and elderly people. The present study aimed at investigating […]
Investigating a working memory advantage in bilingual Arabic-English children
Areej Balilah (Western University, Speech and Language Science) & Lisa Archibald (Western University, School of Communication Sciences and Disorders) [email protected] Bilingual children; Working memory; Verbal and visuospatial short-term Bilingual children who are living in a multilingual environment need to switch between two languages on a regular basis in their everyday lives. During speech production, bilingual […]
Executive Functioning in Bilingual Children with ASD: Are there advantages of being bilingual?
Ana Maria Gonzalez-Barrero & Aparna Nadig (School of Communication Sciences and Disorders, McGill University; Centre for Research on Brain, Language and Music) [email protected] Bilingualism; Autism Spectrum Disorders; Executive Functioning; Set-shifting skills; English-French-Spanish While many studies have examined the impact of bilingualism on Executive Functions (EF) in typically-developing children, few have investigated a neurodevelopmental disorder with […]
Identifying Specific Language Impairment in Bilingual Children: Are Executive Function Tasks Discriminating?
Racha Zebib, Laetitia de Almeida, Sandrine Ferré, Eléonore Morin, Philippe Prévost, Christophe dos Santos & Laurie Tuller (INSERM U930 ‘Imagerie et cerveau’ – Université François-Rabelais de Tours) [email protected] Bilingualism; Specific Language Impairment; Executive Function; Assessment. The number of schoolchildren in France growing up with French and another language is constantly increasing; yet identifying Specific Language […]
The role of inhibitory control in cross-language priming
Anna Wolleb (The Arctic University of Norway) & Marit Westergaard (The Arctic University of Norway) [email protected] Inhibitory control; Cross-language priming; English; Norwegian; Bilingual children; Dative alternation The present paper investigates the relationship between cross-language structural priming and inhibitory control in bilingual children. Previous research has employed structural priming to demonstrate that abstract syntactic representations can […]
