scholarly journals Successive bilingualism and executive functions: The effect of second language use on inhibitory control in a behavioural Stroop Colour Word task

2013 ◽  
Vol 17 (3) ◽  
pp. 630-645 ◽  
Author(s):  
KARIN HEIDLMAYR ◽  
SYLVAIN MOUTIER ◽  
BARBARA HEMFORTH ◽  
CYRIL COURTIN† ◽  
ROBERT TANZMEISTER ◽  
...  
Keyword(s):  
Second Language ◽  
Inhibitory Control ◽  
Language Processing ◽  
Top Down ◽  
Third Language ◽  
Bilingual Advantage ◽  
Colour Word ◽  
Word Task ◽  
Language Environment ◽  
French Words

Here we examined the role of bilingualism on cognitive inhibition using the Stroop Colour Word task. Our hypothesis was that the frequency of use of a second language (L2) in the daily life of successive bilingual individuals impacts the efficiency of their inhibitory control mechanism. Thirty-three highly proficient successive French–German bilinguals, living either in a French or in a German linguistic environment, performed a Stroop task on both French and German words. Moreover, 31 French monolingual individuals were also tested with French words. We showed that the bilingual advantage was (i) reinforced by the use of a third language, and (ii) modulated by the duration of immersion in a second language environment. This suggests that top–down inhibitory control is most involved at the beginning of immersion. Taken together, the present findings lend support to the psycholinguistic models of bilingual language processing that postulate that top–down active inhibition is involved in language control.

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

scholarly journals COGNITIVE INHIBITION TESTED BY STROOP COLOUR WORD TASK IN EFL TEACHERS AS SUCCESSIVE BILINGUALS

2018 ◽  
pp. 209
Author(s):  
Ivana Šorgić ◽  
Marija Nešić
Keyword(s):  
Inhibitory Control ◽  
Small Scale ◽  
Control Group ◽  
Original Research ◽  
Cognitive Inhibition ◽  
Efl Teachers ◽  
Colour Word ◽  
Word Task ◽  
The One ◽  
L1 And L2

This paper is a partial replication study of the one done by Heidlmayr et al. (2014), and concerns the effect of second language use on inhibitory control/cognitive inhibition analysed by means of a Stroop Colour Word task in both L1 and L2, i.e. Serbian and English. Our aim was to test the starting hypothesis of the original research which states that the frequency of L2 use in successive bilinguals has an impact on their inhibitory control mechanism. The bilingual subjects asked to take part in the study by doing the bilingual version of the test are all EFL teachers at the Faculty of Philosophy in Nis. Their use of L2 is akin to that of bilinguals living in an L2 environment (such as those from the original research), in the sense that they communicate daily using L2 and cover a wide variety of topics with their students.  Our monolingual subjects, who served as control group, were randomly chosen from the same age group as bilinguals (older adults). They were asked to do only the L1 version of the test. The purpose of this small-scale research was to give a contribution to the ever-growing debate concerning the cognitive advantages of bilingualism.

Effects of third-language learning on inhibitory control with consideration of task complexity and language proficiency

2021 ◽  
pp. 136700692110545
Author(s):  
Dongmei Ma ◽  
Xinyue Wang ◽  
Xuefei Gao
Keyword(s):  
Adult Learners ◽  
Inhibitory Control ◽  
Language Proficiency ◽  
Response Inhibition ◽  
Task Complexity ◽  
Interference Suppression ◽  
Complex Task ◽  
Third Language ◽  
Bilingual Advantage ◽  
Control Response

Aims and Objectives: The present study explores the question of whether learning a third language (L3) in an English as a foreign language (EFL) classroom setting induces improved inhibitory control compared with that found in bilinguals, considering task complexity and language proficiency. Methodology: Thirty-six Chinese–English second language (L2) young adult learners and 121 Chinese–English–Japanese/French/Russian/German L3 young adult learners with three levels of L3 proficiency participated in the study. Simon arrow tasks were employed to measure two types of inhibitory control: response inhibition (the less complex task with univalent stimuli) and interference suppression (the more complex task with bivalent stimuli). Data and Analysis: Statistics using ANOVAs and multiple comparisons were employed to analyze the effects of L3 learning on the reaction time and accuracy for response inhibition and interference suppression, respectively. Findings: The results demonstrated that L3 learners did not outperform L2 learners in the two types of inhibitory control: response inhibition (less complex) and interference suppression (more complex). Moreover, L3 learners with a higher proficiency did not display better inhibitory control than those with a lower proficiency in response inhibition and interference suppression. However, as the L3 proficiency increased, some specific aspects of inhibitory control did improve and exhibited a nonlinear pattern. Originality: The present study extends bilingual advantage in inhibitory control to formal L3 learning, exploring whether bilingual advantage in inhibitory control also appears in L3 learners, considering task complexity and language proficiency. Significance/implications: The present study contributes to the theory of the relationship between multilingualism and inhibitory control by showing that this relationship may be more complex than it is understood currently. Learning an additional language to L2, particularly short-term learning, may not lead to an incremental advantage in overall inhibitory control. However, as learning time increases, changes may appear in specific aspects of inhibitory control, and may be a nonlinear one.

Acquiring mathematics as a second language: A theoretical model to illustrate similarities in the acquisition of English as a second language and mathematics

Pythagoras ◽  
2018 ◽  
Vol 39 (1) ◽  
Author(s):  
Maureen Ledibane ◽  
Kotie Kaiser ◽  
Marthie Van der Walt
Keyword(s):  
Second Language ◽  
Theoretical Model ◽  
Second Language Acquisition ◽  
Language Processing ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Input Language ◽  
Third Language ◽  
Language And Mathematics ◽  
And Mathematics

Mathematics has been defined by researchers as a ‘second or third language’ and, as a result, it should be taught as a second language. Results of the literature reviewed from the theories on the teaching of mathematics and English as a second language, as well as on mathematics learning and English as a second language acquisition, have resulted in the emergence of four themes, which are similar to the ones on the teaching and learning of both mathematics and English as a second language; these are: comprehensible input, language processing and interaction, output, and feedback. In this article, the themes are illustrated in a theoretical model and discussed to show how English as a second language and mathematics can be acquired simultaneously. (English as a second language in the South African context is referred to as English as a first additional language.)

scholarly journals Veel talen, één brein

1970 ◽  
Vol 64 ◽  
pp. 147-163
Author(s):  
Esli Struys
Keyword(s):  
Second Language ◽  
Cognitive Control ◽  
Language Processing ◽  
Neural Correlates ◽  
Bilingual Children ◽  
Global Society ◽  
Ongoing Research ◽  
Bilingual Advantage ◽  
Language Control

Multilingualism has become the norm rather than the exception in our global society. Previousresearch has shown that bilingual children have advantages in cognitive control.The reason for this is that during language control they recruit general executive brainregions that are not specified for language. However, the bilingual advantage has beencontested by some studies.This article reports the methodological setup of an ongoing research in Brussels thattries to map the neural correlates, the origin and development of the assumed bilingualadvantage in cognitive control. This can be done by means of two conflict tasks that correspondto the processes involved in multilingual language processing. Besides, two differenttypes of bilingualism are distinguished according to the sociolinguistic environmentthe second language was acquired. Finally, implications for education will be discussed.

scholarly journals No evidence for a bilingual executive function advantage in the ABCD study.

2018 ◽  
Author(s):  
Anthony Dick
Keyword(s):  
Second Language ◽  
Executive Function ◽  
Inhibitory Control ◽  
Task Switching ◽  
Cognitive Abilities ◽  
The United States ◽  
Small Sample ◽  
Large Sample ◽  
Bilingual Advantage ◽  
Meta Analyses

Learning a second language in childhood is inherently advantageous for communication. However, par- ents, educators, and scientists have been interested in determining whether there are additional cognitive advantages. One of the most exciting, yet controversial [1] findings about bilinguals is a reported advan- tage for executive function. That is, several studies suggest that bilinguals perform better than mono- linguals on tasks assessing cognitive abilities that are central to the voluntary control of thoughts and behaviors—-the so-called “executive functions” (e.g., attention, inhibitory control, task switching, and re- solving conflict). Although a number of small-sample [2–4] and large-sample [5, 6] studies have reported a bilingual executive function advantage (see for review [7–9]), there have been several failures to replicate [10–15], and recent meta-analyses have called into question the reliability of the original empirical claims [8,9]. Here we show, in a very large sample (N = 4524) of 9-10-year-olds across the United States, that there is little evidence for a bilingual advantage for inhibitory control/attention and task switching/cognitive flexibility, which are key aspects of executive function. We also replicate previously- reported disadvantages in English vocabulary in bilinguals [7, 16, 17]. However, these English Vocabulary differences are substantially mitigated when we account for individual differences in socioeconomic status or intelligence. In summary, notwithstanding the inherently positive benefits of learning a second language in childhood [18], we found little evidence that it engenders additional benefits to executive function development.

scholarly journals Cognitive control among immersed bilinguals: Considering differences in linguistic and non-linguistic processing

2018 ◽  
Vol 22 (3) ◽  
pp. 590-605 ◽  
Author(s):  
LAURA SABOURIN ◽  
SANTA VĪNERTE
Keyword(s):  
Cognitive Control ◽  
Stroop Task ◽  
Executive Control ◽  
Language Immersion ◽  
Linguistic Processing ◽  
Bilingual Advantage ◽  
Task Effects ◽  
Colour Word ◽  
Language Environment ◽  
And Task

While several studies have shown a bilingual advantage in cognitive control, others have refuted such findings, leading to debates regarding the existence of bilingual benefits. The current study conducts two experiments to investigate this issue, focusing on the effect of the age of second language immersion in young adult non-immigrant bilinguals. We use a colour-word Stroop task to assess linguistic cognitive control, and an Attention Network Test to examine non-linguistic cognitive control. Results show significant differences between Simultaneous and Early Sequential bilinguals (typically grouped together as ‘early’) in the Stroop task, but these only become apparent when both languages are mixed. Simultaneous bilinguals also show improved Executive Control efficiency, particularly in the presence of alerting and orienting cues, suggesting enhanced attentional skills for this group. We discuss these findings with respect to participant grouping and task effects, noting the importance of the language environment.

Differential lateralization in first-versus second-language processing: An fMRI study

2001 ◽  
Author(s):  
Thad Polk ◽  
Charles Behensky ◽  
Heather Pond ◽  
Stefan Frisch ◽  
Marilyn Shatz ◽  
...  
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Second Language Processing ◽  
Fmri Study

The Perception of Cantonese Vowel Length Contrast by Mandarin Speakers

2019 ◽  
Vol 63 (3) ◽  
pp. 635-659
Author(s):  
Jingxin Luo ◽  
Vivian Guo Li ◽  
Peggy Pik Ki Mok
Keyword(s):  
Second Language ◽  
Discrimination Task ◽  
Early Stage ◽  
Vowel Quality ◽  
Speech Acquisition ◽  
Vowel Length ◽  
Third Language ◽  
Phonological Knowledge ◽  
Mandarin Speakers

The study investigates the perception of vowel length contrasts in Cantonese by native Mandarin speakers with varying degrees of experience in Cantonese: naïve listeners (no exposure), inexperienced learners (~1 year), and experienced learners (~5 years). While vowel length contrasts do not exist in Mandarin, they are, to some extent, exploited in English, the second language (L2) of all the participants. Using an AXB discrimination task, we investigate how native and L2 phonological knowledge affects the acquisition of vowel length contrasts in a third language (L3). The results revealed that all participant groups could discriminate three contrastive vowel pairs (/aː/–/ɐ/, /ɛː/–/e/, /ɔː/–/o/), but their performance was influenced by the degree of Cantonese exposure, particularly for learners in the early stage of acquisition. In addition to vowel quality differences, durational differences were proposed to explain the perceptual patterns. Furthermore, L2 English perception of the participants was found to modulate the perception of L3 Cantonese vowel length contrasts. Our findings demonstrate the bi-directional interaction between languages acquired at different stages, and provide concrete data to evaluate some speech acquisition models.

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