To see the other types of publications on this topic, follow the link: Bilingualism.
Journal articles on the topic 'Bilingualism'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Bilingualism.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
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 (May 4, 2017): 182. http://dx.doi.org/10.24036/ld.v10i2.7429.
Full textAbstract:
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 experiences that might not be accessed during the interview, two questionnaires had been used. Furthermore, the respondents’ life narrative being bilinguals was written based on the result of the interview and the questionnaires.Additionally, this paper contains some discussions. Firstly, it describes the respondents’ bilingual experiences: their languages, their countries, their brief history of becoming bilingual, and their family environment in relation to bilingualism. Secondly, it examines bilinguals’ responses and then applying them for Baker’s (2011a) dimensions of bilingualism and other related theories. Thirdly, it includes a critical analysis of the socio, political, and educational issues discussed by the respondents in relation to being brought up bilingually. Last, it includes an analysis on how bilingual experiences shape their identities and view the world.Key words: bilingualism, bilingual experience, asian female students AbstrakBilingualisme tidak dapat dipisahkan dari kehidupan manusia. Hal ini terjadi secara praktis di setiap negara, di semua kelas masyarakat dan di semua kelompok usia. Selain itu, bilingualisme juga memiliki banyak dimensi. Makalah ini untuk menjelaskan bilingualisme dan pengalaman bilingualis (dwi bahasa) dua siswa internasional yang sedang belajar di Deakin University pada tahun 2012. Untuk menggambarkan pengalaman dwi bahasa, dua siswa perempuan Asia Tenggara telah diwawancarai di Deakin University pada tahun 2012. Untuk mengeksplorasi pengalaman detail mereka yang mungkin tidak dapat diakses selama wawancara, dua kuesioner juga digunakan. Selanjutnya, narasi hidup responden menjadi bilingualis ditulis berdasarkan hasil wawancara dan kuesioner. Selain itu, makalah ini berisi beberapa diskusi. Pertama, menggambarkan pengalaman dwibahasa responden: bahasa mereka, negara mereka, sejarah singkat mereka menjadi penutur dwi bahasa, dan lingkungan keluarga mereka terkait dengan bilingualisme. Kedua, mengkaji tanggapan bilinguals dan kemudian menerapkannya untuk dimensi bilingualisme Baker (2011a) dan teori terkait lainnya. Ketiga, mencakup analisis kritis tentang isu sosio, politik, dan pendidikan yang didiskusikan oleh responden sehubungan dengan diangkat secara bilingual. Terakhir, mencakup analisis tentang bagaimana pengalaman dwibahasa membentuk identitas mereka dan melihat dunia.Key words: bilingualism, bilingual experience, asian female students
2
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 (May 30, 2025): 755. https://doi.org/10.3390/bs15060755.
Full textAbstract:
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; however, a significant effect was found when examining only perspective-taking trials, with bilinguals outperforming monolinguals, suggesting that larger sample sizes are needed to identify this effect. Interestingly, a significant interaction between fluid intelligence and bilingualism was found, suggesting that bilinguals with higher fluid intelligence performed better on perspective-taking trials compared to bilinguals with lower fluid intelligence. The results emphasize the importance of domain-general abilities for the effect of bilingualism on perspective-taking and suggest that bilingualism’s effect on ToM may be more salient in individuals with higher cognitive abilities.
3
Frederiksen, Anne Therese, and Judith F. Kroll. "Regulation and Control: What Bimodal Bilingualism Reveals about Learning and Juggling Two Languages." Languages 7, no. 3 (August 11, 2022): 214. http://dx.doi.org/10.3390/languages7030214.
Full textAbstract:
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 hearing sign–speech bimodal bilinguals who have a unique ability to use and comprehend their two languages at the same time. We discuss the role of this research in re-examining the role of cognitive control in bilingual language regulation, focusing on how results from bimodal bilingualism research relate to recent findings emphasizing the correlation of control abilities with a bilingual’s contexts of language use. Most bimodal bilingualism research has involved individuals in highly English-dominant language contexts. We offer a critical examination of how existing bimodal bilingualism findings have been interpreted, discuss the value of broadening the scope of this research and identify long-standing questions about bilingualism and L2 learning which might benefit from this perspective.
4
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.
Full text
5
Lanvers, Ursula, Josine F. Hamers, and Michael Blanc. "Bilinguality and Bilingualism." Modern Language Review 96, no. 4 (October 2001): 1172. http://dx.doi.org/10.2307/3735982.
Full text
6
Dorian, Nancy C., Josiane F. Hamers, and Michel H. A. Blanc. "Bilinguality and Bilingualism." Language 66, no. 4 (December 1990): 869. http://dx.doi.org/10.2307/414753.
Full text
7
Dolitsky, Marlene. "Bilinguality & bilingualism." Journal of Pragmatics 19, no. 4 (April 1993): 380–83. http://dx.doi.org/10.1016/0378-2166(93)90096-8.
Full text
8
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.
Full textAbstract:
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 bilinguals follow monolingual developmental patterns in syntax acquisition, maintain acceptable language-specific distinctions but produce non-nativelike overlaps phonetically, and generally have smaller a receptive and expressive vocabulary than monolinguals. Quantity of input is crucial to the success of simultaneous bilingualism and balanced bilingualism, and heavily influences vocabulary acquisition. This article provides directions for future research in simultaneous bilingualism and the function of input in language acquisition.
9
Anjelia Ratu Oasis, Anggelia Dwi Agustin, and Nuryani. "Bilingualisme pada Kanal YouTube Leonardo Edwin." Kopula: Jurnal Bahasa, Sastra, dan Pendidikan 7, no. 1 (March 28, 2025): 180–95. https://doi.org/10.29303/kopula.v7i1.6269.
Full textAbstract:
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, frasa, klausa, dan kalimat dari konten video “Faunaland Ancol Seru Banget!! Edukasi yang Menyenangkan Tentang Fauna” pada kanal YouTube Dedeto Tv. Teknik pengumpulan data dalam penelitian ini menggunakan teknik dokumentasi dan teknik catat. Teknik analisis data dalam penelitian ini, menggunakan teknik simak dan teknik transkripsi. Dari hasil penelitian ini, ditemukan sebanyak 26 data tuturan bilingualisme yang termasuk ke dalam tiga jenis bilingualisme sebagai berikut: 1) Bilingualisme majemuk sebanyak 2 data, 2) Bilingualisme koordinatif sebanyak 3 data, dan 3) Bilingualisme subordinatif sebanyak 21 data. Abstract This study aims to describe the form of bilingualism found on Leonardo Edwin's YouTube channel in the video content “Sehari Kuliah Musim Dingin di Amerika! Cantikkk Banget!”. This study used descriptive qualitative method. The source of the data in this study is the video content on Leonardo Edwin's YouTube channel which consists of “Sehari Kuliah Musim Dingin di Amerika! Cantikkk Banget!!” with the link https://youtu.be/wPiUOYx0Eqg. The data in this study are the utterances of words, phrases, clauses, and sentences from the video content “Sehari Kuliah Musim Dingin di Amerika! Cantikkk Banget!” on Leonardo Edwin's YouTube channel. Data collection techniques in this study used photographic techniques and note-taking techniques. Data analysis techniques in this study, using listening techniques and transcription techniques. From the results of this study, it was found that there were 26 data of bilingualism utterances belonging to the three types of bilingualism as follows: 1) 2 data of compound bilingualism, 2) 3 data of coordinative bilingualism, and 3) 21 data of subordinate bilingualism. Keywords: Bilingualism, YouTube Channel, Leonardo Edwin, Sociolinguistics .
10
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 (October 2010): 65–73. http://dx.doi.org/10.1044/cds17.3.65.
Full textAbstract:
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 bilinguals with critical value in the design of personalized, social aphasia intervention that would maximize plausible linguistic, cultural, and cognitive interactions affecting language recovery.
11
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 (May 17, 2024): 25–32. http://dx.doi.org/10.54254/2753-7048/48/20231453.
Full textAbstract:
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 and culture is used, including linguistic, figural, and ideational tasks. The results are analyzed using a mixed-method approach, considering the effects of bilingualism, age-related changes, and task-specific differences. Expected outcomes may include identifying a bilingual advantage in certain aspects of creative thinking, age-related variations in creative thinking skills, and task-specific disparities. This research provides insights into the complex relationship between bilingualism, cognitive functioning, and creative thinking, particularly within the context of Chinese-speaking children. The findings have implications for educational practices, curriculum development, and language learning strategies, highlighting the importance of considering language and culture when studying the impact of bilingualism on cognitive functioning and creative thinking. This study emphasizes the significance of investigating the effects of specific language pairs on cognition and creative thinking, shedding light on the potential advantages and challenges associated with bilingualism.
12
Arce Rentería, M., K. Casalletto, S. Tom, J. Pa, A. Harrati, N. Armstrong, K. B. Rajan, J. Manly, D. Mungas, and L. Zahodne. "The Contributions of Active Spanish-English Bilingualism to Cognitive Reserve among Older Hispanic Adults Living in California." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1235. http://dx.doi.org/10.1093/arclin/acz029.02.
Full textAbstract:
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 bilinguals and monolinguals, and that active bilingualism would buffer the effects of temporal lobe integrity on memory. Participants and Method In a longitudinal aging study, 217 older Hispanic adults (Age M = 74 years, SD = 6; 70% women) underwent neuropsychological evaluation and 1.5T MR imaging. Bilingualism was determined by self-reported use of English and Spanish. Active bilinguals reported using both languages daily. Multiple regression tested main effects and interactions of bilingualism and entorhinal cortical thickness on semantic and episodic memory, adjusted for age, sex/gender, and education. Results Bilingualism was associated with better semantic memory(F[2,209] = 6.25, p = .002) but not with episodic memory(F[2,209)] = 0.34, p = .71). There was a significant bilingualism X entorhinal cortical thickness interaction on semantic memory (β = -.26, p = .02), indicating that active bilinguals were better able to maintain cognitive functioning with lower cortical thickness, compared to passive bilinguals and monolinguals. Conclusions Active bilingualism may protect semantic memory against cortical thinning of the entorhinal cortex. Future studies will explore whether this relationship remains after accounting for additional environmental and sociocultural factors (e.g., immigrant status) that influence the ability or opportunity to become bilingual, and whether active bilingualism affects cognitive trajectory in late life.
13
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 (March 24, 2019): 33. http://dx.doi.org/10.3390/bs9030033.
Full textAbstract:
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 relation to executive functioning. Next, I review different questionnaires and objective measurements that have been proposed to better define bilingual experiences. In order to better understand (effects of) bilingualism within and across studies, it is crucial to carefully examine and describe not only a bilingual’s proficiency and age of acquisition, but also their language use and switching as well as the different interactional contexts in which they use their languages.
14
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 (June 1987): 56–62. http://dx.doi.org/10.1177/008124638701700204.
Full textAbstract:
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.
15
No authorship indicated. "Review of Bilinguality and Bilingualism." Contemporary Psychology: A Journal of Reviews 35, no. 6 (June 1990): 621. http://dx.doi.org/10.1037/028769.
Full text
16
MORRISON, CASSANDRA, FAROOQ KAMAL, and VANESSA TALER. "The influence of bilingualism on working memory event-related potentials." Bilingualism: Language and Cognition 22, no. 1 (June 13, 2018): 191–99. http://dx.doi.org/10.1017/s1366728918000391.
Full textAbstract:
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 relative to bilinguals, suggesting that bilinguals have more cognitive resources available to complete cognitively demanding tasks.
17
CROMDAL, JAKOB. "Childhood bilingualism and metalinguistic skills: Analysis and control in young Swedish–English bilinguals." Applied Psycholinguistics 20, no. 1 (March 1999): 1–20. http://dx.doi.org/10.1017/s0142716499001010.
Full textAbstract:
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 bilingualism were found on tasks requiring a high control of linguistic processing, thus replicating previous findings. The results indicated that a high degree of bilinguality may also enhance the development of linguistic analysis. Moreover, it was found that certain metalinguistic skills – especially control of processing – were more readily applied in the subjects' weaker language.
18
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.
Full textAbstract:
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 groups (bilinguals, musicians, bilingual musicians, and controls) on a nonlinguistic, nonmusical, visual-spatial Simon task that measured the ability to ignore an irrelevant and misinformative cue. Results revealed that bilinguals, musicians, and bilingual musicians showed an enhanced ability to ignore a distracting cue relative to controls, with similar levels of superior performance among bilinguals, musicians, and bilingual musicians. These results indicate that bilingualism and musicianship improve executive control and have implications for educational and rehabilitation programs that use music and foreign language instruction to boost cognitive performance.
19
Lee, Seung-Ryul. "Official Bilingualism Policy and Bilinguals." Asian Journal of Canadian Studies 24, no. 2 (December 2018): 75–97. http://dx.doi.org/10.35178/ajcs.2019.24.2.75.
Full text
20
Mulyani, Mulyani. "IDENTIFYING THE CONCEPT OF BILINGUALISM AND BILINGUALS THROUGH SEVEN BAKER’S DIMENSIONS OF BILINGUALISM." Englisia Journal 5, no. 1 (November 1, 2017): 29. http://dx.doi.org/10.22373/ej.v5i1.1669.
Full textAbstract:
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’ experience in learning L2. There were two participants involved in this study; they are Australian but coming from different backgrounds and experiences of learning L2. The data was collected by means of semi-structured interviews using both closed-question and open-question methods. The findings indicates that it is arduous to specify to what extent the concept of bilingualism and bilinguals are.
21
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.
Full textAbstract:
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 and the advantages of this form of communication. Methods. Relevant electronic databases on the Internet were used for the literature research. Results. Bimodal bilingualism is one of the key aspects of a person's identity. The simultaneous, early acquisition of two languages belonging to different modalities has a positive effect on each of the individual languages. The practical importance of bimodal bilingualism is great for both deaf and hearing people, as it provides them with a common language code and the efficiency of two-way communication. Conclusion. The study of bimodal bilingualism contributes to the affirmation and understanding of deaf and hearing people from deaf families. The positive effects of bimodality on the language development of deaf people show that research in this area needs to be encouraged.
22
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 (March 6, 2020): 18–30. http://dx.doi.org/10.1017/s1366728920000188.
Full textAbstract:
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 bilinguals (childhood immigrants), were tested on phonetic, grammatical, and lexical measures. The results indicate consistent effects of age of acquisition, but only limited effects of bilingualism, on ultimate attainment. These findings thus show that age of acquisition – not bilingualism – is the primary determinant of L2 ultimate attainment.
23
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.
Full textAbstract:
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?
24
Abiyeva, Fidan Sabir. "Bilingualism." Scientific Bulletin 2 (2021): 21–25. http://dx.doi.org/10.54414/uawb7224.
Full textAbstract:
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 bilinguals. The article is intended to anybody who wants to get knowledge about the second language acquisition and learning, Bilingualism Keywords: Bilingualism, learning, acquisition
25
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 (August 31, 2023): 133–52. http://dx.doi.org/10.1558/jmbs.23808.
Full textAbstract:
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 two languages before or after the age of eight. A nonverbal alternating-runs task switching paradigm was used to measure global switch cost (GSC) and local switch cost (LSC). The findings revealed a slight nonsignificant GSC but a significantly lower LSC for early bilinguals, compared to monolinguals, suggesting that bilingualism effects on task switching do not transpire uniformly across different contexts.
26
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 (June 30, 2023): 177–82. http://dx.doi.org/10.31489/2023ped2/177-182.
Full textAbstract:
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 and ways to clear up them are considered. The article fix up with provision methodological recommendations for successfully overcoming difficulties in the upbringing of bilingual children. The article furthermore exposes the conceptualization of bilingualism and bilingual families, investigates the denotation and the role of bilingualism in the development of a kid in contemporary society, tells about the positive and negative sides of bilingualism in a child, the characteristic of the psychical organization of bilingual education.
27
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 (January 2008): 153–69. http://dx.doi.org/10.1162/jocn.2008.20011.
Full textAbstract:
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 regional cerebral blood flow. Journal of Cognitive Neuroscience, 10, 541–552, 1998]. The sentences exploited differences between Spanish and English linguistic properties, allowing us to explore similarities and differences in behavioral and neural responses between bilinguals and monolinguals, and between a bilingual's two languages. If bilinguals' neural processing differs across their two languages, then differential behavioral and neural patterns should be observed in Spanish and English. Results show that behaviorally, in English, bilinguals and monolinguals had the same speed and accuracy, yet, as predicted from the Spanish-English structural differences, bilinguals had a different pattern of performance in Spanish. fMRI analyses revealed that both monolinguals (in one language) and bilinguals (in each language) showed predicted increases in activation in classic language areas (e.g., left inferior frontal cortex, LIFC), with any neural differences between the bilingual's two languages being principled and predictable based on the morphosyntactic differences between Spanish and English. However, an important difference was that bilinguals had a significantly greater increase in the blood oxygenation level-dependent signal in the LIFC (BA 45) when processing English than the English monolinguals. The results provide insight into the decades-old question about the degree of separation of bilinguals' dual-language representation. The differential activation for bilinguals and monolinguals opens the question as to whether there may possibly be a “neural signature” of bilingualism. Differential activation may further provide a fascinating window into the language processing potential not recruited in monolingual brains and reveal the biological extent of the neural architecture underlying all human language.
28
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.
Full textAbstract:
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 patients diagnosed with probable AD, including 48 Cantonese monolinguals, 20 Mandarin monolinguals, and 61 Cantonese/Mandarin bilinguals were analyzed. Results: Cantonese/Mandarin bilinguals were found to have an older age at AD onset, and older age at the first clinic visit than Mandarin monolinguals and Cantonese monolinguals. Both Mandarin monolinguals and Cantonese/Mandarin bilinguals had a higher education level and higher occupation status than the Cantonese monolinguals. Mandarin monolinguals did not differ from Cantonese/Mandarin bilinguals significantly in years of education and occupation status. The multiple linear regression analyses indicated that Cantonese/Mandarin bilingualism can delay the onset of AD independently. Conclusion: Constantly speaking both Cantonese and Mandarin from at least early adulthood can delay the onset of AD.
29
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 (May 4, 2020): 308–24. http://dx.doi.org/10.3846/cs.2020.10397.
Full textAbstract:
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 standard tasks on executive functions (Wisconsin Card Sorting Test, Eriksen flanker task, digit span test, Corsi block-tapping test) and two tests on creativity: Torrance Tests of Creative Thinking (Figural Form A) and Remote Associates Test (in appropriate languages). The findings showed that the Russian-speaking participants performed better on the Torrance Tests of Creative Thinking, particularly in flexibility and fluency measures. On the Remote Associates Test, balanced bilinguals outperformed non-balanced bilinguals in the English version and exhibited the same results in the Hebrew version of the test. In this case, there were significant correlations between the Remote Associates Test results in all three languages in the Russian group. Thus, balanced bilingualism seems to be also characterized by a well-organized language system in which all of the individual’s languages are interconnected. This appears to be a significant factor in the performance of balanced bilinguals on the Remote Associates Test in the different languages. In addition, the findings seem to confirm the hypothesis that balanced bilingualism positively influences divergent thinking. The hypothesis that performance of bilinguals on creativity tasks is linked to distinctions in the development of their executive functions was not confirmed.
30
Abu Rabia, Salim. "The effect of degrees of bilingualism on metacognitive linguistic skills." International Journal of Bilingualism 23, no. 5 (June 15, 2018): 1064–86. http://dx.doi.org/10.1177/1367006918781060.
Full textAbstract:
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 strategies. Four groups of participants (30 seventh grade students in each group) completed a Metacognitive Reading Strategies Questionnaire, aimed at measuring their metacognitive awareness in each domain after fulfilling a reading comprehension task in English. Data analysis: A multivariate analysis of variance (MANOVA) was used in order to test the differences within groups and between groups. Findings and conclusions: Level of metacognitive reading awareness was affected by the degree of bilingualism. There was a positive influence of balanced (reading and writing skills in the second language) and imbalanced (oral skills in the second language) degrees of bilingualism on metacognitive linguistic abilities. A balanced degree of bilingualism exerted the greatest influence on most of the metacognitive reading domains (planning, monitoring and the total use of metacognitive strategies). Significance: A significant advantage of balanced bilinguals over all other groups was revealed. Level of metacognitive reading awareness was affected by the degree of bilingualism. Thus, bilingual education should be taken seriously due to its positive effect on all aspects of thinking and learning. Results provided additional support to the notion that bilingualism had a positive impact on the metacognitive linguistic skills. Moreover, the balance between the languages appeared to be a significant variable. Thus, balanced bilinguals, who possessed the highest competence in the second language, showed the best performance in the domains of planning, monitoring and overall use of metacognitive reading strategies. Limited bilinguals, on the contrary, demonstrated the lowest scores in the mentioned domains. The findings also revealed the absence of any considerable difference between the groups in the domain of evaluating.
31
Byers-Heinlein, Krista. "Bilingual advantages, bilingual delays: Sometimes an illusion." Applied Psycholinguistics 35, no. 5 (August 19, 2014): 902–5. http://dx.doi.org/10.1017/s0142716414000204.
Full textAbstract:
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 disadvantages can be illusory. I describe two examples of reasonable, justifiable, and prudent experimental designs that initially led to misleading conclusions about the effects of bilingualism on development. While both of these examples are drawn from research with bilingual infants, they nonetheless have implications for how we interpret the results of studies of bilingualism across the life span.
32
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 (July 1995): 293–308. http://dx.doi.org/10.1017/s0142716400007311.
Full textAbstract:
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 subtest of the Woodcock Language Proficiency Battery. No relationship was found between degree of bilingualism and nonverbal intelligence, contrary to the level of bilingualism hypothesis. The results suggest that the effects of bilingualism on cognitive development are not solely dependent on the level of second language proficiency.
33
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 (March 29, 2022): 49–56. http://dx.doi.org/10.35634/2412-9550-2022-32-1-49-56.
Full textAbstract:
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. Grundy presents an analysis of 167 independent studies to support the claim of the benefits of bilingualism, excluding random results that would show an equal number of studies in favor of monolinguals than bilinguals. These results cannot be explained by publication bias, publication year, or sample size. Importantly, the analyzed data do not contradict the results regarding the overall size of the effect of bilingualism, and lead to the search for an answer to the question: When do bilinguals outperform monolinguals in performing tasks that involve executive functions?
34
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.
Full textAbstract:
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 symptoms of dementia and triggers of this phenomenon. The creativity of bilinguals and the unique impact of bilingualism on working memory and executive control are addressed.
35
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 (October 14, 2014): 45–46. http://dx.doi.org/10.1017/s1366728914000601.
Full textAbstract:
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 as a predictor of dementia incidence (e.g., time-to-event analysis), and (4) bilingualism as a source of cognitive reserve (e.g., comparisons of brain pathology between bilinguals and monolinguals matched on cognitive performance).
36
Shwartz, Mila, Mark Leikin, and David L. Share. "Bi-literate bilingualism versus mono-literate bilingualism." Written Language and Literacy 8, no. 2 (December 31, 2005): 103–30. http://dx.doi.org/10.1075/wll.8.2.08shw.
Full textAbstract:
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 advance of both mono-literate (Russian-Hebrew) bilinguals and mono-lingual Hebrew-speakers on all reading fluency measures at the end of Grade 1. Bi-literate bilinguals also showed a clear advantage over mono-literate bilingual and mono-lingual peers on all phonological awareness tasks. The mono-literate bilinguals also demonstrated some modest gains over their monolingual peers in Grade 1 reading accuracy. All three groups performed similarly on L2 linguistic tasks. These findings confirm Bialystok’s (2002) assertion that bilingualism per se may not be the most influential factor in L2 reading acquisition. Early (L1) literacy acquisition, however, can greatly enhance L2 literacy development. The present findings also suggest that the actual mechanism of cross-linguistic transfer is the insight gained into the alphabetic principle common to all alphabetic writing systems and not merely the knowledge of a specific letter-sound code such as the Roman orthography.
37
Cantillo-Horrillo, Coral, and Isabel R. Rodríguez-Ortiz. "Bimodal Bilingualism and Executive Functions." Revista Signos. Estudios de Lingüística 57, no. 116 (December 9, 2024): 678–709. https://doi.org/10.4151/s0718-09342024011601019.
Full textAbstract:
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 (Tower of Hanoi) and working memory (Digits, Letters and Numbers, Corsi Cubes, Letters-Figures). The results show that unimodal bilinguals have certain advantages over monolinguals in inhibition, planning, and working memory, which are not present in bimodal bilinguals with regard to the executive functions explored.
38
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 (December 13, 2016): 195–208. http://dx.doi.org/10.1017/s136672891600119x.
Full textAbstract:
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 observe such results. Our findings suggest that previous results cannot be replicated and that the n-2 repetition cost is another index that shows no reliable bilingualism effect. Finally, we observed a negative correlation between the two switch costs among bilinguals only. This finding may suggest that the two groups employ different strategies to cope with interference in task-switching paradigms.
39
Semenova, E. Y. "Bilingual Language Experience and Executive Functions: Current State of Research." Современная зарубежная психология 13, no. 2 (July 22, 2024): 53–61. http://dx.doi.org/10.17759/jmfp.2024130205.
Full textAbstract:
<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 executive functions in contemporary research alongside a critical examination of the theoretical underpinnings linking bilingualism and executive functions. The paper concludes by outlining avenues for future research, emphasizing the necessity for researchers to account for individual bilingualism-related factors and specifics of the executive function tasks. Furthermore, it advocates for the development of new falsifiable theories that suggest testable hypotheses, thus advancing the field's understanding of bilinguals&rsquo; executive functioning.</p>
40
Alsulami, Sumayyah Qaed. "Partial Immersion Program for Saudi Bilinguals." English Language Teaching 10, no. 2 (January 21, 2017): 150. http://dx.doi.org/10.5539/elt.v10n2p150.
Full textAbstract:
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 context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.
41
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 (April 19, 2024): 115–25. http://dx.doi.org/10.54254/2753-7048/46/20230655.
Full textAbstract:
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 its methodological and conceptual limitations. Additionally, the study considers the potential implications of bilingual advantage in education and in addressing neurodegenerative diseases. It identifies substantive gaps in the current understanding, including a lack of standardization in experimental designs and reporting standards and a limited focus on confounding variables.
42
Torres, Valeria L., Mónica Rosselli, David A. Loewenstein, Merike Lang, Idaly Vélez-Uribe, Fernanda Arruda, Joshua Conniff, 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 (November 9, 2021): 337–56. http://dx.doi.org/10.1017/s1366728921000705.
Full textAbstract:
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 fluency. Higher scores on Digit Span Backwards were associated with a younger age of English acquisition, and a greater degree of balanced bilingualism was associated with lower scores in category fluency. The initial age of cognitive decline did not differ between language groups. The influence of bilingualism appears to be reflected in increased GMV in language and EF regions, and to a lesser degree, in EF.
43
GRANT, ANGELA, and NANCY DENNIS. "Increased processing speed in young adult bilinguals: evidence from source memory judgments." Bilingualism: Language and Cognition 20, no. 2 (July 29, 2016): 327–36. http://dx.doi.org/10.1017/s1366728916000729.
Full textAbstract:
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 faster than monolinguals across all conditions without compromising accuracy, and also showed an overall speed advantage on the Flanker task. We interpret these processing speed advantages within the context of current models of bilingual production.
44
Emmorey, Karen, Gigi Luk, Jennie E. Pyers, and Ellen Bialystok. "The Source of Enhanced Cognitive Control in Bilinguals." Psychological Science 19, no. 12 (December 2008): 1201–6. http://dx.doi.org/10.1111/j.1467-9280.2008.02224.x.
Full textAbstract:
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 performance of 15 monolinguals, 15 bimodal bilinguals, and 15 unimodal bilinguals on a set of flanker tasks. There were no group differences in accuracy, but unimodal bilinguals were faster than the other groups; bimodal bilinguals did not differ from monolinguals. These results trace the bilingual advantage in cognitive control to the unimodal bilingual's experience controlling two languages in the same modality.
45
POARCH, GREGORY J. "What bimodal and unimodal bilinguals can tell us about bilingual language processing." Bilingualism: Language and Cognition 19, no. 2 (July 1, 2015): 256–58. http://dx.doi.org/10.1017/s136672891500036x.
Full textAbstract:
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 control differentially impacts the processing of languages compared to unimodal bilinguals. The sustained controlling of two languages from differing modalities in bimodal bilinguals, according to the authors, may lead to modality-specific cognitive advantages in contrast to unimodal bilinguals.
46
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 (October 6, 2010): 351–64. http://dx.doi.org/10.1017/s1366728910000192.
Full textAbstract:
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 children in the letter fluency task; this effect was more pronounced in Grade 1 and for Turkish–Persian bilinguals. However, Persian monolinguals generated significantly more words than both bilingual groups in the category fluency task. Thus, bilingualism can be of both advantage and disadvantage, and produce a dissociative effect. We discuss the results on the basis of the specific nature and different cognitive demands of letter and category fluency tasks. We suggest that the degree of language proficiency of bilinguals should be considered as an important variable in future research on bilingualism.
47
Hindle, John V., Pamela A. Martin-Forbes, Alexandra J. M. Bastable, Kirstie L. Pye, Anthony Martyr, Christopher J. Whitaker, Fergus I. M. Craik, 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.
Full textAbstract:
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 advantage in performance of language tests. There were no differences in performance of EF tests in monolinguals and bilinguals. Those who used Welsh less in daily life had better performance on one test of English vocabulary. The degree of bilingualism correlated with one test of nonverbal reasoning and one of working memory but with no other tests of EF.Discussion. The reasons why the expected benefit in EF in Welsh-English bilinguals with PD was not found require further study. Future studies in PD should include other language pairs, analysis of the effects of the degree of bilingualism, and longitudinal analysis of cognitive decline or dementia together with structural or functional neuroimaging.
48
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.
Full textAbstract:
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 under study are determined. It is found out that the type of bilingualism among bilingual students affects the metamnemonic processes. It is shown that the type of bilingualism affects the development of metamnemonic features. The relationship between memory and metamemory among college-age bilinguals is stated.
49
Novgorodova, Yu O. "BILINGUAL EFFECT IN THE DEVELOPMENT OF EXECUTIVE FUNCTION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 3 (October 25, 2021): 281–86. http://dx.doi.org/10.35634/2412-9550-2021-31-3-281-286.
Full textAbstract:
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 consequences of bilingualism reflected in child development. As a result, researchers have adopted the concept of "bilingual effect", which allows for various options for the impact of bilingualism on the development of cognitive structures. This article urges to indicate the limitations in modern studies of bilinguals, is aimed at finding prospects for further study of this problem.
50
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 (October 30, 2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.
Full textAbstract:
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 languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.