Prior work has yielded mixed findings regarding the relationship between language control and domain-general inhibitory control. Here, we tested the possibility that omnibus language ability would moderate the relationship between language control and inhibitory control in bilingual children. We tested 43 Spanish-English bilingual children (ages 4–5.92 years; 25 females). Children engaged in play-based interactions with their parent, and rates of cross-speaker switches (using a language different from one used by parent) indexed language control. Inhibitory control was measured via a non-verbal flanker task. Analyses revealed that higher frequency of cross-speaker code-switches was associated with better inhibitory control only for children with higher levels of language ability. For children with lower language skills, there was no association between switches and inhibitory control. These findings align with the literature linking cognitive control and language control in bilinguals and extend it to indicate that the strength of the language system constrains this link.
{"title":"The influence of cross-speaker code-switching and language ability on inhibitory control in bilingual children","authors":"Emily Hansen, Caitlyn Slawny, Margarita Kaushanskaya","doi":"10.1017/s1366728924000804","DOIUrl":"https://doi.org/10.1017/s1366728924000804","url":null,"abstract":"<p>Prior work has yielded mixed findings regarding the relationship between language control and domain-general inhibitory control. Here, we tested the possibility that omnibus language ability would moderate the relationship between language control and inhibitory control in bilingual children. We tested 43 Spanish-English bilingual children (ages 4–5.92 years; 25 females). Children engaged in play-based interactions with their parent, and rates of cross-speaker switches (using a language different from one used by parent) indexed language control. Inhibitory control was measured via a non-verbal flanker task. Analyses revealed that higher frequency of cross-speaker code-switches was associated with better inhibitory control only for children with higher levels of language ability. For children with lower language skills, there was no association between switches and inhibitory control. These findings align with the literature linking cognitive control and language control in bilinguals and extend it to indicate that the strength of the language system constrains this link.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"2 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142981942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-08DOI: 10.1017/s1366728924000592
Kimberly Crespo, Margarita Kaushanskaya
The present study examined whether length of bilingual experience and language ability contributed to cross-situational word learning (XSWL) in Spanish-English bilingual school-aged children. We contrasted performance in a high variability condition, where children were exposed to multiple speakers and exemplars simultaneously, to performance in a condition where children were exposed to no variability in either speakers or exemplars. Results revealed graded effects of bilingualism and language ability on XSWL under conditions of increased variability. Specifically, bilingualism bolstered learning when variability was present in the input but not when variability was absent in the input. Similarly, robust language abilities supported learning in the high variability condition. In contrast, children with weaker language skills learned more word-object associations in the no variability condition than in the high variability condition. Together, the results suggest that variation in the learner and variation in the input interact and modulate mechanisms of lexical learning in children.
{"title":"The graded effects of bilingualism and language ability on children’s cross-situational word learning","authors":"Kimberly Crespo, Margarita Kaushanskaya","doi":"10.1017/s1366728924000592","DOIUrl":"https://doi.org/10.1017/s1366728924000592","url":null,"abstract":"<p>The present study examined whether length of bilingual experience and language ability contributed to cross-situational word learning (XSWL) in Spanish-English bilingual school-aged children. We contrasted performance in a high variability condition, where children were exposed to multiple speakers and exemplars simultaneously, to performance in a condition where children were exposed to no variability in either speakers or exemplars. Results revealed graded effects of bilingualism and language ability on XSWL under conditions of increased variability. Specifically, bilingualism bolstered learning when variability was present in the input but not when variability was absent in the input. Similarly, robust language abilities supported learning in the high variability condition. In contrast, children with weaker language skills learned more word-object associations in the no variability condition than in the high variability condition. Together, the results suggest that variation in the learner and variation in the input interact and modulate mechanisms of lexical learning in children.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"5 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142936091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-27DOI: 10.1017/s1366728924000993
Zilan Zou, Baoguo Chen
In cross-linguistic word learning, learning new knowledge based on existing knowledge is a common and lifelong process. This study investigated whether inhibitory control would be conducive to this process. We asked Chinese-English bilinguals to learn new meanings for familiar English ambiguous words within two consecutive days, manipulating semantic relatedness and word frequency to create four categories: high-frequency-unrelated, high-frequency-related, low-frequency-unrelated and low-frequency-related ambiguous words. Participants completed translation recognition and production tests immediately after learning and again one week later, with flanker and stop-signal tasks interspersed to measure their interference inhibition and response inhibition. The results indicated that inhibitory control, particularly interference inhibition, significantly aided in learning new meanings when direct knowledge transfer from existing knowledge was unfeasible. This research enhances our comprehension of individual differences in word learning, offering valuable perspectives for broader theories of word learning and targeted educational interventions.
{"title":"Inhibitory control facilitates learning new knowledge based on existing knowledge in cross-linguistic word contexts","authors":"Zilan Zou, Baoguo Chen","doi":"10.1017/s1366728924000993","DOIUrl":"https://doi.org/10.1017/s1366728924000993","url":null,"abstract":"In cross-linguistic word learning, learning new knowledge based on existing knowledge is a common and lifelong process. This study investigated whether inhibitory control would be conducive to this process. We asked Chinese-English bilinguals to learn new meanings for familiar English ambiguous words within two consecutive days, manipulating semantic relatedness and word frequency to create four categories: high-frequency-unrelated, high-frequency-related, low-frequency-unrelated and low-frequency-related ambiguous words. Participants completed translation recognition and production tests immediately after learning and again one week later, with flanker and stop-signal tasks interspersed to measure their interference inhibition and response inhibition. The results indicated that inhibitory control, particularly interference inhibition, significantly aided in learning new meanings when direct knowledge transfer from existing knowledge was unfeasible. This research enhances our comprehension of individual differences in word learning, offering valuable perspectives for broader theories of word learning and targeted educational interventions.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"202 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142887353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 10.1017/s1366728924000518
Katrine Falcon Søby, Line Burholt Kristensen
In a cross-sectional study of L2 Danish, we examined the production of correct verb-second (V2) word order. We tested the effect of (1) the learners’ language background, (2) test level and (3) the length of the sentence constituents. The texts were written by 217 students (3 test levels (A2-B1), 52 different L1s). Interrogative clauses had high accuracy, but 25% of the 491 declarative sentences with non-initial subjects had incorrect V3 word order. Our study shows that V2 is not difficult for all learners. Learners whose L1 is a V2 language had a significantly higher share of correct V2 word order, and they never overused V2. For non-V2 learners, the share of correct V2 significantly increased with proficiency level. For constituent length, accuracy decreased significantly with the length of the first constituent and for subjects consisting of multiple words.
{"title":"V2 is not difficult to all learners in all contexts: a cross-sectional study of L2 Danish","authors":"Katrine Falcon Søby, Line Burholt Kristensen","doi":"10.1017/s1366728924000518","DOIUrl":"https://doi.org/10.1017/s1366728924000518","url":null,"abstract":"In a cross-sectional study of L2 Danish, we examined the production of correct verb-second (V2) word order. We tested the effect of (1) the learners’ language background, (2) test level and (3) the length of the sentence constituents. The texts were written by 217 students (3 test levels (A2-B1), 52 different L1s). Interrogative clauses had high accuracy, but 25% of the 491 declarative sentences with non-initial subjects had incorrect V3 word order. Our study shows that V2 is not difficult for all learners. Learners whose L1 is a V2 language had a significantly higher share of correct V2 word order, and they never overused V2. For non-V2 learners, the share of correct V2 significantly increased with proficiency level. For constituent length, accuracy decreased significantly with the length of the first constituent and for subjects consisting of multiple words.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 10.1017/s136672892400097x
Henriette Arndt, Jonas Granfeldt, Marianne Gullberg
Language exposure and use (LEU) are widely viewed as key factors in multilingual development, and research highlights the importance of considering not just the frequency and quantity of LEU, but also contextual factors such as when and where a language is used, with whom and why. In this study, we illustrate the complexity of LEU in two contexts (study abroad and migration) by applying sequential mixture modelling to rich Experience Sampling Method data, considering combinations of various aspects of LEU such as language choice, type of activity, quantity, interlocutor characteristics and learner engagement. We argue that together, these methods for data collection and analysis have the potential to significantly strengthen research into LEU and broader language-related development. By uncovering distinct classes of language-related activities and language user profiles, we gain deeper insight into the nature of situated LEU and its relationship to language development among migrants and in study abroad.
{"title":"Language exposure and use in study abroad versus migration contexts: modelling activity and learner profiles with ESM data","authors":"Henriette Arndt, Jonas Granfeldt, Marianne Gullberg","doi":"10.1017/s136672892400097x","DOIUrl":"https://doi.org/10.1017/s136672892400097x","url":null,"abstract":"Language exposure and use (LEU) are widely viewed as key factors in multilingual development, and research highlights the importance of considering not just the frequency and quantity of LEU, but also contextual factors such as when and where a language is used, with whom and why. In this study, we illustrate the complexity of LEU in two contexts (study abroad and migration) by applying sequential mixture modelling to rich Experience Sampling Method data, considering combinations of various aspects of LEU such as language choice, type of activity, quantity, interlocutor characteristics and learner engagement. We argue that together, these methods for data collection and analysis have the potential to significantly strengthen research into LEU and broader language-related development. By uncovering distinct classes of language-related activities and language user profiles, we gain deeper insight into the nature of situated LEU and its relationship to language development among migrants and in study abroad.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"3 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 10.1017/s1366728924000786
Aslı Yurtsever, Kaiah N. Sotebeer, John G. Grundy
There is evidence to suggest that the effects of bilingualism on executive functions (EFs) need to be examined along a continuum rather than a dichotomy. The present study addressed this need by examining the influence of different bilingual experiences on executive functioning using a Flanker and Stroop mouse-tracking task that taps into more dynamic cognitive processes than typical behavioral paradigms. We sampled 98 bilingual young adults and investigated conflict and sequential congruency effects (SCEs). We found that mouse-tracking metrics captured links that were not identified with overall reaction times. SCEs were more sensitive to detecting relations between L2 experiences and EF than simple conflict effects. Second-language age of acquisition and L1/L2 switching frequency consistently predicted EF outcomes. This association was moderated by the attentional demands of the task. These findings highlight the complexity of the effects of bilingualism on cognition, and the use of more sensitive measures to capture these effects.
{"title":"Different bilingual experiences predict different executive functions: Evidence from mouse-tracking","authors":"Aslı Yurtsever, Kaiah N. Sotebeer, John G. Grundy","doi":"10.1017/s1366728924000786","DOIUrl":"https://doi.org/10.1017/s1366728924000786","url":null,"abstract":"There is evidence to suggest that the effects of bilingualism on executive functions (EFs) need to be examined along a continuum rather than a dichotomy. The present study addressed this need by examining the influence of different bilingual experiences on executive functioning using a Flanker and Stroop mouse-tracking task that taps into more dynamic cognitive processes than typical behavioral paradigms. We sampled 98 bilingual young adults and investigated conflict and sequential congruency effects (SCEs). We found that mouse-tracking metrics captured links that were not identified with overall reaction times. SCEs were more sensitive to detecting relations between L2 experiences and EF than simple conflict effects. Second-language age of acquisition and L1/L2 switching frequency consistently predicted EF outcomes. This association was moderated by the attentional demands of the task. These findings highlight the complexity of the effects of bilingualism on cognition, and the use of more sensitive measures to capture these effects.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"57 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 10.1017/s1366728924000920
Lin Chen, Yi Xu, Charles Perfetti
An important question in literacy education is whether reading instruction should focus on whole words or subword constituents. We tested whether this question captures something general across writing systems by examining the functionalities of words and characters in learning Chinese. We introduce a character-word dual-focus instructional approach based on the Character-Word Dual Function model and test its predictions with American undergraduate students enrolled in a beginner-level Chinese course. One group learned new words through dual-focus instruction: characters for pronunciation and words for meaning. A second group followed typical word-focus instruction prevalent in classrooms, learning word-level pronunciation and meaning. Results indicated that while both approaches produced comparable levels of word pronunciation and meaning learning, the dual-focus instruction significantly enhanced character pronunciation and transfer to new word learning. The advantages of dual-focus instruction highlight the importance of learning the subword components through acquiring the systematic structure of the writing system in learning to read.
{"title":"Acquiring the structure of a writing system is important in learning to read: a test of the character-word dual-focus approach in learning Chinese as a second language","authors":"Lin Chen, Yi Xu, Charles Perfetti","doi":"10.1017/s1366728924000920","DOIUrl":"https://doi.org/10.1017/s1366728924000920","url":null,"abstract":"An important question in literacy education is whether reading instruction should focus on whole words or subword constituents. We tested whether this question captures something general across writing systems by examining the functionalities of words and characters in learning Chinese. We introduce a character-word dual-focus instructional approach based on the Character-Word Dual Function model and test its predictions with American undergraduate students enrolled in a beginner-level Chinese course. One group learned new words through dual-focus instruction: characters for pronunciation and words for meaning. A second group followed typical word-focus instruction prevalent in classrooms, learning word-level pronunciation and meaning. Results indicated that while both approaches produced comparable levels of word pronunciation and meaning learning, the dual-focus instruction significantly enhanced character pronunciation and transfer to new word learning. The advantages of dual-focus instruction highlight the importance of learning the subword components through acquiring the systematic structure of the writing system in learning to read.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"299 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 10.1017/s1366728924000737
Gülay Cedden, Patric Meyer, Basak Özkara, Christiane von Stutterheim
This review investigates the complex dynamics of code-switching (CS), the spontaneous alternation between languages within a conversation, particularly its implications for cognitive processes like executive functions (EFs). Analysing post-2015 studies, it critically assesses 23 experiments. Through stringent criteria and comprehensive search strategies, the review identifies factors influencing CS types and their impact on cognition, highlighting methodological inconsistencies and confounds. It highlights the evolving perspectives on CS, ranging from pragmatic approaches emphasizing communicative functions to structural analyses focusing on linguistic constraints. It underscores the importance of considering factors such as language competence, typological proximity and cognitive processes in understanding CS behaviour. It emphasizes the need for precise CS typology assessment to understand the complex link between CS behaviour and cognitive functioning, bridging linguistic and cognitive domains. This review contributes to clarifying inconsistencies in CS research methodology and findings, aiming to elucidate the factors influencing CS types and their implications for cognition.
{"title":"The “code-switching issue”: transition from (socio)linguistic to cognitive research","authors":"Gülay Cedden, Patric Meyer, Basak Özkara, Christiane von Stutterheim","doi":"10.1017/s1366728924000737","DOIUrl":"https://doi.org/10.1017/s1366728924000737","url":null,"abstract":"This review investigates the complex dynamics of code-switching (CS), the spontaneous alternation between languages within a conversation, particularly its implications for cognitive processes like executive functions (EFs). Analysing post-2015 studies, it critically assesses 23 experiments. Through stringent criteria and comprehensive search strategies, the review identifies factors influencing CS types and their impact on cognition, highlighting methodological inconsistencies and confounds. It highlights the evolving perspectives on CS, ranging from pragmatic approaches emphasizing communicative functions to structural analyses focusing on linguistic constraints. It underscores the importance of considering factors such as language competence, typological proximity and cognitive processes in understanding CS behaviour. It emphasizes the need for precise CS typology assessment to understand the complex link between CS behaviour and cognitive functioning, bridging linguistic and cognitive domains. This review contributes to clarifying inconsistencies in CS research methodology and findings, aiming to elucidate the factors influencing CS types and their implications for cognition.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"25 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 10.1017/s1366728924000634
Nahar Albudoor, Jissel B. Anaya, Elizabeth D. Peña, Lisa M. Bedore
This study longitudinally modeled home language exposure patterns of US Spanish–English bilingual children between the ages of 4 and 12. Participants were 280 Spanish–English bilinguals (95% Hispanic, 52% female) who were followed for up to 5 years using a cross-sequential longitudinal design. Multilevel linear regression models were used to estimate language exposure trajectories across four home language sources (adults, peers, electronic media and literacy activities) and three language modes (Spanish-only, English-only and bilingual). Results demonstrated that Spanish interactions with both adults and peers declined as children aged, while bilingual interactions showed a distinct increase over time. Conversely, media exposure and engagement in literacy activities increased over time, irrespective of the language used. Children’s age of first English exposure and current school English exposure also influenced language contact and use in the home. These findings approximate an 8-year exposure trajectory across a continuum of bilingual experiences.
{"title":"Changes in the home language environments of US Spanish–English bilinguals between the ages of 4 and 12","authors":"Nahar Albudoor, Jissel B. Anaya, Elizabeth D. Peña, Lisa M. Bedore","doi":"10.1017/s1366728924000634","DOIUrl":"https://doi.org/10.1017/s1366728924000634","url":null,"abstract":"This study longitudinally modeled home language exposure patterns of US Spanish–English bilingual children between the ages of 4 and 12. Participants were 280 Spanish–English bilinguals (95% Hispanic, 52% female) who were followed for up to 5 years using a cross-sequential longitudinal design. Multilevel linear regression models were used to estimate language exposure trajectories across four home language sources (adults, peers, electronic media and literacy activities) and three language modes (Spanish-only, English-only and bilingual). Results demonstrated that Spanish interactions with both adults and peers declined as children aged, while bilingual interactions showed a distinct increase over time. Conversely, media exposure and engagement in literacy activities increased over time, irrespective of the language used. Children’s age of first English exposure and current school English exposure also influenced language contact and use in the home. These findings approximate an 8-year exposure trajectory across a continuum of bilingual experiences.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-26DOI: 10.1017/s1366728924000853
Elisabet García González, Jussi Jylkkä, Minna Lehtonen
We investigated the extent to which executive functions (EFs) are recruited in language switching in children in a cued picture-naming (CN) task. We expected to find associations between CN and EF tasks measuring inhibitory control and shifting. Another goal was to compare parent-reported children’s everyday language control ability at home with their switching ability in the CN task and EF performance. The participants were mostly 5–7-year-old Norwegian–Spanish and Finnish–Swedish-speaking children (N = 45). The analysis was preregistered. Unexpectedly, the primary accuracy analysis showed positive associations between CN switching costs and EF performance in only one of the EF tests, flanker, and CN mixing costs were predicted only by the color-shape switch costs. Children’s everyday language control ability did not show consistent significant associations with lab measures. Our study provides weak evidence for the view that EFs are engaged in language control when children have some years of bilingual experience.
{"title":"Ready, steady, switch! Limited evidence for the role of executive functions in bilingual language control in children","authors":"Elisabet García González, Jussi Jylkkä, Minna Lehtonen","doi":"10.1017/s1366728924000853","DOIUrl":"https://doi.org/10.1017/s1366728924000853","url":null,"abstract":"We investigated the extent to which executive functions (EFs) are recruited in language switching in children in a cued picture-naming (CN) task. We expected to find associations between CN and EF tasks measuring inhibitory control and shifting. Another goal was to compare parent-reported children’s everyday language control ability at home with their switching ability in the CN task and EF performance. The participants were mostly 5–7-year-old Norwegian–Spanish and Finnish–Swedish-speaking children (<jats:italic>N</jats:italic> = 45). The analysis was preregistered. Unexpectedly, the primary accuracy analysis showed positive associations between CN switching costs and EF performance in only one of the EF tests, flanker, and CN mixing costs were predicted only by the color-shape switch costs. Children’s everyday language control ability did not show consistent significant associations with lab measures. Our study provides weak evidence for the view that EFs are engaged in language control when children have some years of bilingual experience.","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"133 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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