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Chapter 13. Executive functions in bilingual children

Is there a role for language balance?
  • Anat Prior , Noa Goldwasser , Rotem Ravet-Hirsh and Mila Schwartz
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Cognitive Control and Consequences of Multilingualism
This chapter is in the book Cognitive Control and Consequences of Multilingualism

Abstract

As part of the ongoing debate regarding possible bilingual advantages in executive functions, the current study compared bilingual Russian-Hebrew speaking children from two age groups (preschool and sixth grade) with their monolingual Hebrew speaking peers, matched on socio-cultural background. Bilingual children’s vocabulary knowledge in both languages was measured objectively as an index of proficiency, and children were classified as balanced or unbalanced bilinguals. Participants performed a flanker task, measuring both inhibitory ability and cognitive flexibility. The bilingual preschoolers were not advantaged over monolinguals, possibly as a result of proficiency profiles. The sixth grade bilinguals showed some advantages over monolinguals in inhibition, but these were limited to the balanced bilinguals, who were able to achieve and maintain comparable levels of proficiency in their two languages. These findings suggest that only the demands posed by balanced bilingualism and strong competition between the two languages, might lead to EF advantages, specifically in inhibition.

Abstract

As part of the ongoing debate regarding possible bilingual advantages in executive functions, the current study compared bilingual Russian-Hebrew speaking children from two age groups (preschool and sixth grade) with their monolingual Hebrew speaking peers, matched on socio-cultural background. Bilingual children’s vocabulary knowledge in both languages was measured objectively as an index of proficiency, and children were classified as balanced or unbalanced bilinguals. Participants performed a flanker task, measuring both inhibitory ability and cognitive flexibility. The bilingual preschoolers were not advantaged over monolinguals, possibly as a result of proficiency profiles. The sixth grade bilinguals showed some advantages over monolinguals in inhibition, but these were limited to the balanced bilinguals, who were able to achieve and maintain comparable levels of proficiency in their two languages. These findings suggest that only the demands posed by balanced bilingualism and strong competition between the two languages, might lead to EF advantages, specifically in inhibition.

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.2.14pri

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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