scholarly journals Insights Into Category Sorting Flexibility in Bilingual Children: Results of a Cognitive Lab Study

2020 ◽  
Vol 29 (3) ◽  
pp. 1152-1161
Author(s):  
Gabriela Simon-Cereijido ◽  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Aquiles Iglesias
Keyword(s):  
Language Use ◽  
Language Intervention ◽  
Sorting Task ◽  
Bilingual Children ◽  
Typically Developing ◽  
Language Experience ◽  
Developmental Experience ◽  
Future Work ◽  
The Relationship ◽  
Language Output

Purpose The purpose of this study was to explore how bilingual children shift sets to gain flexibility when forming categories. Using a cognitive lab approach focused on understanding how learners approach problems, we asked children to sort 10 sets of pictures representing common objects in two different ways and to explain their rationale for the sort. We explored the relationship between age and language use on their performance. Method Forty-six typically developing Spanish–English bilingual children (25 girls, 21 boys) participated in the study. They ranged in age from 4;0 to 10;11 (years;months). Receptive and expressive responses to a novel category sorting task were collected. Results Forty-four of the 46 children tested were able to perform the category sorting task. Within language, receptive and expressive category sorting scores were positively and significantly correlated while only expressive scores were significantly associated across languages. There were significant correlations between the sorting scores and age and language output and input. Children's ability to provide expressive responses explaining their sort strategy was moderately correlated with their language experience, especially English output. Conclusions The category sorting task proved useful in eliciting sorting behaviors and naming from the children tested. The age effect suggests that sorting may reflect their general developmental experience rather than their language-specific experience. The cognitive lab approach allowed us to understand how children shift sets and verbalize their understanding of the categorization process. Knowing how children approach this task can inform future work to develop ways to strategically select language intervention goals and document progress.

Interpreting phonological memory performance in bilinguals

2017 ◽  
Vol 38 (6) ◽  
pp. 1333-1336
Author(s):  
Margarita Kaushanskaya
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Memory Performance ◽  
Bilingual Children ◽  
Phonological Memory ◽  
Language Experience ◽  
Early Language ◽  
Central Hypothesis ◽  
The Relationship

The central hypothesis in the Pierce, Genesee, Delcenserie, and Morgan article is that phonological memory is key to explaining the relationship between early language experience (more specifically, less and more optimal ends of the language-experience continuum) and language learning outcomes. One piece of evidence offered is that phonological memory skills are enhanced by bilingualism, with bilingualism representing enriched experience. Here, I propose that data from bilingual children may contradict Pierce et al.’s central hypothesis, rather than support it.

Code-switching does not predict Executive Function performance in proficient bilingual children: Bilingualism does

2018 ◽  
Vol 22 (2) ◽  
pp. 366-382 ◽  
Author(s):  
CARISSA KANG ◽  
BARBARA LUST
Keyword(s):  
Executive Function ◽  
Language Proficiency ◽  
Task Switching ◽  
Stroop Task ◽  
Language Use ◽  
Code Switching ◽  
Bilingual Children ◽  
Proficiency Tests ◽  
Semantic Fluency ◽  
The Relationship

Previous studies of bilingual adults have suggested that bilinguals’ experience with code-switching (CS) contributes to superior executive function (EF) abilities. We tested a highly bilingual developing population in Singapore, a multilingual country where CS occurs pervasively. We obtained CS and EF measures from 43 English–Chinese 8-year-old children (27 females, M = 100 months). We measured spontaneous CS with a novel task and EF in terms of task-switching (Semantic Fluency) and inhibitory control (Stroop task in both languages). Contrary to previous work, CS performance did not significantly predict EF performance in either case. Rather, bilingual language proficiency, i.e., degree of bilingualism (as measured by direct proficiency tests and parents’ estimates of daily language use and exposure of both languages) influenced EF performance. Accordingly, the relationship between CS and EF may be more indirect and non-necessary than previously assumed.

Is There a Cognitive Advantage for Spanish Heritage Bilinguals? A First Look

2015 ◽  
Vol 12 (3) ◽  
pp. 292-309
Author(s):  
Julio Torres ◽  
Cristina Sanz
Keyword(s):  
Cognitive Control ◽  
Executive Control ◽  
Language Use ◽  
Cognitive Outcomes ◽  
Language Experience ◽  
Bilingual Advantage ◽  
Conflicting Information ◽  
Cognitive Benefits ◽  
The Relationship ◽  
Network Component

We report the findings from an ongoing study on the relationship between bilinguals’ language experience and cognitive control. Previous research suggests that early bilingualism exerts an advantage on executive control, possibly due to the cognitive requirements involved in the daily juggling of two languages (Adesope, Lavin, Thompson, & Ungerleider, 2010). However, other researchers also have argued against a cognitive control advantage in bilinguals (Hilchey & Klein, 2011). It remains unclear whether cognitive benefits hold true for bilinguals across different contexts, given differences in sociolinguistic and socioeducational settings that shape individual bilingualism. In the current study, following Costa, Hernández and Sebastián-Gallés (2008) who tested Catalan-Spanish bilinguals, young adult simultaneous heritage bilinguals and late classroom emerging bilinguals of Spanish in the U.S. completed three blocks of the Attentional Network Task (ANT) (Fan, McCandliss, Sommer, Raz, & Posner, 2002) to gauge executive control abilities. Results for the executive network component of the ANT reveal no significant differences between the two bilingual groups, although the descriptive data trend suggests that HL bilinguals experienced less difficulty in solving conflicting information and demonstrated fewer switching costs between trials. These first findings imply that the bilingual advantage is not replicated across contexts, and that socioeducational practices determine individual patterns of language use, which in turn leads to variation in cognitive outcomes.

scholarly journals The Task Matters: A Scoping Review on Reading Comprehension Abilities in ADHD

2021 ◽  
pp. 108705472110680
Author(s):  
Kaitlyn M.A. Parks ◽  
Christine N. Moreau ◽  
Kara E. Hannah ◽  
Leah Brainin ◽  
Marc F. Joanisse
Keyword(s):  
Reading Comprehension ◽  
Scoping Review ◽  
Current Knowledge ◽  
Task Demands ◽  
Typically Developing ◽  
Comprehension Ability ◽  
Comprehensive Search ◽  
Future Work ◽  
The Relationship ◽  
Reading Comprehension Ability

Objective: A broad range of tasks have been used to classify individuals with ADHD with reading comprehension difficulties. However, the inconsistency in the literature warrants a scoping review of current knowledge about the relationship between ADHD diagnosis and reading comprehension ability. Method: A comprehensive search strategy was performed to identify relevant articles on the topic. Thirty-four articles met inclusion criteria for the current review. Results: The evidence as a whole suggests reading comprehension is impaired in ADHD. The most prominent effect was found in studies where participants retell or pick out central ideas in stories. On these tasks, participants with ADHD performed consistently worse than typically developing controls. However, some studies found that performance in ADHD improved when reading comprehension task demands were low. Conclusion: Results suggest that performance in ADHD depends on the way reading comprehension is measured and further guide future work clarifying why there are such discrepant findings across studies.

Positive and negative transfer in the phonological systems of bilingual speakers

2011 ◽  
Vol 16 (4) ◽  
pp. 388-401 ◽  
Author(s):  
Brian A. Goldstein ◽  
Ferenc Bunta
Keyword(s):  
Language Use ◽  
Research Question ◽  
Bilingual Children ◽  
Typically Developing ◽  
Phonological Skills ◽  
Main Research ◽  
Bilingual Speakers ◽  
Independent Variable ◽  
English Speaking ◽  
Whole Word

The present study examines the phonological skills of bilingual children, taking language use and proficiency into consideration, and compares their skills to monolingual peers. The main research question is whether bilingual children who have parent-reported language use and proficiency measures commensurate with those of their monolingual peers have phonological skills comparable to their monolingual peers. METHOD. Thirty typically developing Spanish- and English-speaking children participated in this study who were matched on age and language use and proficiency (10 monolingual English, mean age: 5;10; 10 monolingual Spanish, mean age: 5;10, and 10 bilingual, mean age: 6;0). The independent variable was language status (bilingual versus monolingual), and the dependent measures included phonological whole-word measures, segmental accuracy measures, and phonological patterns. RESULTS. Bilingual children did not differ from their monolingual peers on any of the Spanish measures, except on accuracy for stops, on which the monolinguals outperformed their bilingual peers. However, bilingual children outperformed their monolingual English-speaking peers on Proximity, PVC, PCC-R, and PCC for nasals. Moreover, bilingual children displayed lower frequencies-of-occurrence on phonological patterns than their English-speaking monolingual peers: weak syllable deletion, spirantization, and fronting. DISCUSSION. The findings of our study indicate that bilingual children may have an advantage over their monolingual peers when it comes to select phonological skills when language use and proficiency are controlled for.

scholarly journals Bilingual social cognition: Investigating the relationship between bilingual language experience and mentalizing

2020 ◽  
Author(s):  
Mehrgol Tiv ◽  
Elisabeth O'Regan ◽  
Debra Titone
Keyword(s):  
Social Cognition ◽  
Mental State ◽  
Positive Relationship ◽  
Bilingual Children ◽  
Language Diversity ◽  
Language Experience ◽  
Dynamic Form ◽  
On Line ◽  
The Relationship ◽  
Inference Task

Mentalizing is a dynamic form of social cognition that is strengthened by language experience and proficiency. Similarly, bilingual children and adults consistently outperform monolinguals on traditional tasks. Here, we probe the relationship between bilingual language experience and mentalizing by investigating first (L1) versus second language (L2) mentalizing, and whether individual differences in language diversity continuously pattern with mentalizing judgments. We tested sixty-one bilingual adults on an on-line reading and inference task that compared mental state and logical inferences. We find that all readers judge mental state inferences as less coherent than logical inferences, but L2 readers make this judgment for mental state inferences faster than L1 readers. Moreover, L2 readers overmentalize logical inferences compared to L1 readers. In addition, greater language diversity patterns with higher mentalizing for mental state inferences across all readers. Together, we find evidence in favor of a positive relationship between bilingual language experience and mentalizing.

Phonological Skills in Predominantly English-Speaking, Predominantly Spanish-Speaking, and Spanish-English Bilingual Children

2005 ◽  
Vol 36 (3) ◽  
pp. 201-218 ◽  
Author(s):  
Brian A. Goldstein ◽  
Leah Fabiano ◽  
Patricia Swasey Washington
Keyword(s):  
English Speakers ◽  
Bilingual Children ◽  
Typically Developing ◽  
Phonological Skills ◽  
Spanish Speaking ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Significant Difference ◽  
English Speaking ◽  
The Relationship

Purpose: There is a paucity of information detailing the phonological skills of Spanish-English bilingual children and comparing that information to information concerning the phonological skills of predominantly English-speaking (PE) and predominantly Spanish-speaking (PS) children. The purpose of this study was to examine the relationship between amount of output (i.e., percentage of time each language was spoken) in each language and phonological skills in Spanish-English bilingual children and PE and PS children. Method: Fifteen typically developing children, ranging in age from 5;0 (years;months) to 5;5 (mean=5;2), participated in the study. The participants consisted of 5 PE speakers, 5 PS speakers, and 5 bilingual (Spanish-English) speakers. A single-word assessment was used to gather information on phonological skills (consonant accuracy, type and frequency of substitutions, frequency of occurrence of phonological patterns [e.g., cluster reduction], accuracy of syllable types [e.g., CV, CVC, CCV, etc.]), and type and rate of cross-linguistic effects. Results: The results indicated that there was no significant correlation between amount of output in each language and phonological skills either in the Spanish skills of PS children and Spanish-English bilingual speakers or in the English skills of PE children and Spanish-English bilingual speakers. In addition, there was no significant difference in segmental accuracy, syllabic accuracy, or percentage of occurrence of phonological patterns between either the Spanish skills of PS children and Spanish-English bilingual speakers or the English skills of PE children and Spanish-English bilingual speakers. Finally, the children showed a limited number of cross-linguistic effects. Clinical Implications: Results from this study indicate no link between parent estimates of language output and phonological skill and demonstrate that Spanish-English bilingual children will have commensurate, although not identical, phonological skills as compared to age-matched PS and PE children.

Measuring Word Learning Ability in Sequential Bilingual Children

2010 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Pui Fong Kan
Keyword(s):  
Word Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Word Knowledge ◽  
Typically Developing ◽  
Learning Skills ◽  
Word Forms ◽  
The Individual ◽  
Novel Word Learning ◽  
L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

Identifying Physico-Chemical Laws from the Robotically Collected Data

2019 ◽  
Author(s):  
Liwei Cao ◽  
Danilo Russo ◽  
Vassilios S. Vassiliadis ◽  
Alexei Lapkin
Keyword(s):  
Experimental Data ◽  
Numerical Models ◽  
Predictor Variable ◽  
Physical Models ◽  
Training Data ◽  
Mixed Integer ◽  
Physico Chemical ◽  
Data Points ◽  
Future Work ◽  
The Relationship

<p>A mixed-integer nonlinear programming (MINLP) formulation for symbolic regression was proposed to identify physical models from noisy experimental data. The formulation was tested using numerical models and was found to be more efficient than the previous literature example with respect to the number of predictor variables and training data points. The globally optimal search was extended to identify physical models and to cope with noise in the experimental data predictor variable. The methodology was coupled with the collection of experimental data in an automated fashion, and was proven to be successful in identifying the correct physical models describing the relationship between the shear stress and shear rate for both Newtonian and non-Newtonian fluids, and simple kinetic laws of reactions. Future work will focus on addressing the limitations of the formulation presented in this work, by extending it to be able to address larger complex physical models.</p><p><br></p>

Clash of signs: Putting bilingualism back into language evolution

2020 ◽  
Author(s):  
Steven Samuel
Keyword(s):  
Language Evolution ◽  
Modern Human ◽  
Alarm Calls ◽  
Bilingual Children ◽  
Human Language ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Modern Humans ◽  
The Real ◽  
Multiple Languages

Research and thinking into the cognitive aspects of language evolution has usually attempted to account for how the capacity for learning even one modern human language developed. Bilingualism has perhaps been thought of as something to think about only once the ‘real’ puzzle of monolingualism is solved, but this would assume in turn (and without evidence) that bilingualism evolved after monolingualism. All typically-developing children (and adults) are capable of learning multiple languages, and the majority of modern humans are at least bilingual. In this paper I ask whether by skipping bilingualism out of language evolution we have missed a trick. I propose that exposure to synonymous signs, such as food and alarm calls, are a necessary precondition for the abstracting away of sound from referent. In support of this possibility is evidence that modern day bilingual children are better at breaking this ‘word magic’ spell. More generally, language evolution should be viewed through the lens of bilingualism, as this is the end state we are attempting to explain.

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