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Chapter 8. Effects of cognitive control, lexical robustness, and frequency of codeswitching on language switching

  • John W. Schwieter and Aline Ferreira
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Cognitive Control and Consequences of Multilingualism
This chapter is in the book Cognitive Control and Consequences of Multilingualism

Abstract

This study explores the effects of individual differences on the production of words when switching between a strong and significantly weaker language. Variables of interest included non-linguistic cognitive control, lexical robustness (i.e., the size and strength of the lexicon), and frequency of codeswitching in daily life. Seventy university students who were English (L1) speakers learning Spanish (L2) and French (L3) completed a language questionnaire and participated in: a Simon task; lexical robustness measures in all three languages; and a picture-naming task involving cued language switching between the L1 and L2. The results suggested that cognitive control and L2 lexical robustness had modulating effects on language switching, but only in limited cases. L3 lexical robustness did not affect L1-L2 language switching, however, both L1 and L2 lexical robustness had differential influences, with smaller differences between L1 and L2 switch costs being related to higher levels of L2. Counterintuitively, participants who reported more frequently codeswitching in daily life showed larger switch costs in both L1 and L2. We discuss the implications for these findings and emphasize the importance of examining a more comprehensive spectrum of variables that explain how multilingual experiences shape the networks that support cognition and language regulatory processes.

Abstract

This study explores the effects of individual differences on the production of words when switching between a strong and significantly weaker language. Variables of interest included non-linguistic cognitive control, lexical robustness (i.e., the size and strength of the lexicon), and frequency of codeswitching in daily life. Seventy university students who were English (L1) speakers learning Spanish (L2) and French (L3) completed a language questionnaire and participated in: a Simon task; lexical robustness measures in all three languages; and a picture-naming task involving cued language switching between the L1 and L2. The results suggested that cognitive control and L2 lexical robustness had modulating effects on language switching, but only in limited cases. L3 lexical robustness did not affect L1-L2 language switching, however, both L1 and L2 lexical robustness had differential influences, with smaller differences between L1 and L2 switch costs being related to higher levels of L2. Counterintuitively, participants who reported more frequently codeswitching in daily life showed larger switch costs in both L1 and L2. We discuss the implications for these findings and emphasize the importance of examining a more comprehensive spectrum of variables that explain how multilingual experiences shape the networks that support cognition and language regulatory processes.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. About the editor xi
  5. About the contributors xiii
  6. Part I: Introduction
  7. Cognitive and neurocognitive implications of language control and multilingualism 3
  8. Part II: Cognitive control and multilingualism
  9. Chapter 1. Bilingualism, executive control, and eye movement measures of reading 11
  10. Chapter 2. Listening with your cohort 47
  11. Chapter 3. The role of executive function in the perception of L2 speech sounds in young balanced and unbalanced dual language learners 71
  12. Chapter 4. Are cognate words “special”? 97
  13. Chapter 5. Action speaks louder than words, even in speaking 127
  14. Chapter 6. Influence of preparation time on language control 145
  15. Chapter 7. When L1 suffers 171
  16. Chapter 8. Effects of cognitive control, lexical robustness, and frequency of codeswitching on language switching 193
  17. Chapter 9. The locus of cross-language activation 217
  18. Chapter 10. Syntactic interference in bilingual naming during language switching 239
  19. Chapter 11. Multi-component perspective of cognitive control in bilingualism 271
  20. Part III: Consequences of multilingualism
  21. Chapter 12. The bilingual advantage in the auditory domain 299
  22. Chapter 13. Executive functions in bilingual children 323
  23. Chapter 14. Home language usage and executive function in bilingual preschoolers 351
  24. Chapter 15. Cognitive mechanisms underlying performance differences between monolinguals and bilinguals 375
  25. Chapter 16. Time course differences between bilinguals and monolinguals in the Simon task* 397
  26. Chapter 17. Top down influence on executive control in bilinguals 427
  27. Index 451
https://doi.org/10.1075/bpa.2.09sch

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. About the editor xi
  5. About the contributors xiii
  6. Part I: Introduction
  7. Cognitive and neurocognitive implications of language control and multilingualism 3
  8. Part II: Cognitive control and multilingualism
  9. Chapter 1. Bilingualism, executive control, and eye movement measures of reading 11
  10. Chapter 2. Listening with your cohort 47
  11. Chapter 3. The role of executive function in the perception of L2 speech sounds in young balanced and unbalanced dual language learners 71
  12. Chapter 4. Are cognate words “special”? 97
  13. Chapter 5. Action speaks louder than words, even in speaking 127
  14. Chapter 6. Influence of preparation time on language control 145
  15. Chapter 7. When L1 suffers 171
  16. Chapter 8. Effects of cognitive control, lexical robustness, and frequency of codeswitching on language switching 193
  17. Chapter 9. The locus of cross-language activation 217
  18. Chapter 10. Syntactic interference in bilingual naming during language switching 239
  19. Chapter 11. Multi-component perspective of cognitive control in bilingualism 271
  20. Part III: Consequences of multilingualism
  21. Chapter 12. The bilingual advantage in the auditory domain 299
  22. Chapter 13. Executive functions in bilingual children 323
  23. Chapter 14. Home language usage and executive function in bilingual preschoolers 351
  24. Chapter 15. Cognitive mechanisms underlying performance differences between monolinguals and bilinguals 375
  25. Chapter 16. Time course differences between bilinguals and monolinguals in the Simon task* 397
  26. Chapter 17. Top down influence on executive control in bilinguals 427
  27. Index 451
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