Bilingualism: Language and Cognition最新文献

This retrospective cohort study examined the relationship between a continuous measurement of bilingual engagement (operationalized as language entropy) and cognitive aging in regional minority language speakers. We drew Frisian–Dutch bilinguals (n = 7,448) and Low Saxon–Dutch bilinguals (n = 10,114) from the Lifelines Cohort Study and included participants aged 20–80, enabling an adult lifespan perspective. Cognitive functioning was measured using the Cogstate Brief Battery, which assesses processing speed, attention, working memory and recognition memory. We did not observe a robust relationship between bilingual engagement and cognitive functioning. Our results suggest that bilingual engagement does not play a key role in processing speed, attention, working memory and recognition memory performance in Frisian–Dutch and Low Saxon–Dutch bilinguals. Implications for the bilingual engagement measurement and potential investigations into regional minority language bilingualism and cognition are discussed.

Learning to map novel words onto their intended referents is a complex challenge, and one that becomes even harder when acquiring multiple languages. We investigated how label mixing affected learning novel words in one versus two languages. In a cross-situational word learning study, 80 adult participants learned either one-to-one word–object mappings, or two-to-one mappings, reflecting different challenges in learning one or two languages. We manipulated whether mappings co-occurred locally, where repetitions were prevalent, or whether co-occurrences were more distributed throughout exposure. Learners acquired two-to-one mappings better when they did not occur in local co-occurrences, but there was no effect of learning conditions for one-to-one mappings. Whether participants were proficient or not in an additional language did not have an observable effect on the learning. We suggest that local co-occurrences of multiple labels, as in language mixing environments, increase the challenge of learning words, though this effect may be only short-lived.

Embodied cognition theory posits that language comprehension is grounded in sensorimotor experience. For instance, abstract concepts such as perceived power are metaphorically associated with spatial information such as physical size. Here, using a size judgement task, we investigated whether perceived power embodiment differs between languages in Chinese–English bilinguals. Asked to make judgements regarding the physical size of words, participants responded faster and made fewer errors to high-power words (e.g., king) presented in bold and large font than in thin and small font, while no such effect was found for low-power words. Furthermore, this congruency effect was stronger in bilinguals’ L1 (Chinese) than in their L2 (English). Thus, while embodiment of perceived power is detectable in both languages of bilinguals, it appears weaker in the L2. This study highlights cross-linguistic similarities and differences in the embodiment of abstract concepts and contributes to our understanding of conceptual knowledge grounding in bilinguals.

Previous research using cued language switching paradigms has shown a reversed language dominance effect in highly proficient bilinguals, wherein the dominant language is most inhibited. This study investigated cued language switching in highly proficient Spanish–Basque bilinguals (N = 50) using pupillometry, a novel measure of switching cost that tracks cognitive load via pupil size. Response times during cued picture-naming showed faster responses on non-switch than switch trials and faster responses in Basque than in Spanish. These findings suggest balanced proficiency across languages, with Spanish showing overall slowed responses, indicating a reversed dominance effect. Pupil data revealed larger pupil responses for Basque, the less dominant language, suggesting greater cognitive load despite faster naming. This indicates more attentional allocation or activation of the non-dominant language during cued language switching. These results provide insights into the cognitive processes involved in bilingual switching and highlight the value of using pupillometry to explore bilingual language processing.

How does bilingualism affect orthographic processing across languages with different structures? This study investigates masked transposed-letter (TL) priming in Arabic-English bilinguals, comparing Arabic (a Semitic language with rigid orthography and weak TL effects) with English (an Indo-European language with flexible letter coding and strong TL effects). Using lexical decision tasks, we tested whether exposure to English enhances letter-coding flexibility in Arabic. Results showed robust TL priming in both languages, indicating that bilingual experience with English modifies Arabic orthographic processing, traditionally seen as resistant to letter transpositions. These findings suggest that bilingual orthographic processing is adaptable, with language-specific exposure reshaping letter-position encoding and enabling flexible word recognition across languages.

Whether bilingualism confers non-linguistic cognitive advantages continues to generate both interest and debate in the psychological sciences. In response to mixed reports and methodological critiques, researchers have embraced more rigorous practices when investigating bilingual effects, including those in the domain of cognitive control. Despite considerable advances, one significant issue persists: the assumption that task performance remains stable over time. To address this, the present study investigated the relationship between bilingual language experience and Simon task performance modeled as a continuous function of time. In a sample of Mandarin-English bilingual young adults, we identified distinct patterns of results across both conventional and time-sensitive performance trajectory measures with each supporting a different relationship between language experience and cognitive control. Results suggest that reliance on conventional performance measures may be partially responsible for mixed results, necessitating reevaluation of how bilingual effects on cognitive control manifest and which analysis methods best support their identification.

This longitudinal study investigates the development and interrelation of adolescent learners’ L2 English vocabulary knowledge and extramural English (EE) input. The study examines the longitudinal development of L2 English receptive vocabulary knowledge, EE input and the dynamics between L2 proficiency and EE input. Data were collected at four time points by administering vocabulary tests and questionnaires on EE activities. Generalized additive mixed models and growth curve models indicated significant vocabulary growth, particularly in the early years of secondary school, which slowed down toward the end of the study. EE activities such as gaming, social media and reading positively predicted vocabulary development, while watching television with L1 subtitles had a negative effect. Temporal network analysis revealed reciprocal relationships, suggesting that L2 proficiency influences EE input and vice versa. The findings underscore the importance of EE in L2 vocabulary development and highlight the dynamic interplay between language learning and extramural activities.