Language switching costs in bilingual mathematics learning: Transfer effects and individual differences

In this paper, we explain and examine how engaging in part-time entrepreneurship (creating and managing side businesses while remaining employed for wages in existing organizations) uniquely positions individuals to exhibit innovative behavior in employee roles. To study this phenomenon, we integrate the literatures on entrepreneurial learning, knowledge and learning transfer, and employee innovation. We hypothesize that part-time entrepreneurship provides an opportunity for individuals to acquire knowledge and skills conducive to enacting innovative behaviors as employees. Multilevel regression analysis of a sample of 1,221 employee responses across 137 organizational units provides evidence to support our positive transferal hypothesis. Further, we find that individual differences in goal orientations and work-unit climates for innovation strengthen these relationships.

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Good Language-Switchers are Good Task-Switchers: Evidence from Spanish–English and Mandarin–English Bilinguals

Journal of the International Neuropsychological Society ◽

10.1017/s1355617711000580 ◽

2011 ◽

Vol 17 (4) ◽

pp. 682-691 ◽

Cited By ~ 272

Author(s):

Anat Prior ◽

Tamar H. Gollan

Keyword(s):

Parent Education ◽

Task Switching ◽

Executive Control ◽

Switching Costs ◽

Daily Life ◽

Education Level ◽

Group Differences ◽

Language Switching ◽

Dominant Language

AbstractBilingual advantages in executive control tasks are well documented, but it is not yet clear what degree or type of bilingualism leads to these advantages. To investigate this issue, we compared the performance of two bilingual groups and monolingual speakers in task-switching and language-switching paradigms. Spanish–English bilinguals, who reported switching between languages frequently in daily life, exhibited smaller task-switching costs than monolinguals after controlling for between-group differences in speed and parent education level. By contrast, Mandarin–English bilinguals, who reported switching languages less frequently than Spanish–English bilinguals, did not exhibit a task-switching advantage relative to monolinguals. Comparing the two bilingual groups in language-switching, Spanish–English bilinguals exhibited smaller costs than Mandarin–English bilinguals, even after matching for fluency in the non-dominant language. These results demonstrate an explicit link between language-switching and bilingual advantages in task-switching, while also illustrating some limitations on bilingual advantages. (JINS, 2011, 17, 682–691)

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Examining language switching in bilinguals: The role of preparation time

Bilingualism Language and Cognition ◽

10.1017/s1366728915000693 ◽

2015 ◽

Vol 19 (2) ◽

pp. 415-424 ◽

Cited By ~ 14

Author(s):

MICHELA MOSCA ◽

HARALD CLAHSEN

Keyword(s):

Switching Costs ◽

Language Switching ◽

Preparation Time ◽

Language Control ◽

Mixing Costs

Much research on language control in bilinguals has relied on the interpretation of the costs of switching between two languages. Of the two types of costs that are linked to language control, switching costs are assumed to be transient in nature and modulated by trial-specific manipulations (e.g., by preparation time), while mixing costs are supposed to be more stable and less affected by trial-specific manipulations. The present study investigated the effect of preparation time on switching and mixing costs, revealing that both types of costs can be influenced by trial-specific manipulations.

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The contribution of grammar and lexicon to language switching costs: Examining contact-induced languages and their implications for theories of language representation

Bilingualism Language and Cognition ◽

10.1017/s1366728919000865 ◽

2020 ◽

Vol 23 (5) ◽

pp. 992-1007 ◽

Cited By ~ 2

Author(s):

Isabel Deibel

Keyword(s):

Language Contact ◽

Switching Costs ◽

Mental Representations ◽

Language Switching ◽

Comprehension Task ◽

Relative Contribution ◽

Language Representation ◽

Insight Into ◽

Mixed Languages

AbstractMany language pairs chosen in language switching studies differ randomly on multiple linguistic levels, thus obscuring the nature of switching costs. Contact-induced languages, i.e., creoles (e.g., Spanish-based Palenquero) and mixed languages (e.g., Media Lengua), having arisen in intense language contact scenarios, relate systematically to their source languages by displaying high proportions of cognates or shared grammar. This configuration can speak to the relative contribution of lexicon and grammar to switching costs. Results from a production and comprehension task show that switching costs are systematically tied to a language pair's grammatical distance. This suggests that switching costs may result from the re-generation of the morphosyntactic frame on switch trials. Emphasizing the value of testing psycholinguistic theories outside of the usual Western populations, the current study provides insight into the degree of shared mental representations between contact-induced languages and their source languages.

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Language-dependent knowledge acquisition: investigating bilingual arithmetic learning

Bilingualism Language and Cognition ◽

10.1017/s1366728917000530 ◽

2017 ◽

Vol 22 (1) ◽

pp. 47-57

Author(s):

CHRISTIAN G. K. HAHN ◽

HENRIK SAALBACH ◽

ROLAND H. GRABNER

Keyword(s):

University Students ◽

Knowledge Acquisition ◽

Switching Costs ◽

Learning Task ◽

Language Switching ◽

Response Latencies ◽

Auditory Learning ◽

Arithmetic Fact ◽

Fact Learning ◽

Bilingual Learning

Previous studies revealed language-switching costs (LSC) in bilingual learning settings, consisting of performance decreases when problems are solved in a language different from that of instruction. Strong costs have been found for arithmetic fact knowledge. The aim of the present study was to investigate whether LSC in arithmetic also emerge in an auditory learning task and in pure fact learning. Furthermore, we tested whether LSC are influenced by the direction of language-switching. Thirty-three university students learned arithmetic facts of three different operations (i.e., multiplication, subtraction, artificial facts) over a period of four days. The training was either in German or English. On day five, participants solved problems in both languages. Results revealed LSC in response latencies for all three types of problems, independent of the direction of language-switching. These findings suggest that LSC are modality-unspecific and occur independent of the type of arithmetic fact knowledge.

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