Is Bilingualism Associated with Enhanced Executive Functioning in Adults? A Meta-Analytic Review_Pre-Print

Due to enduring experience of managing two languages, bilinguals have been argued to develop superior executive functioning compared to monolinguals. Despite extensive investigation, there is, however, no consensus regarding the existence of such a bilingual advantage. Here we synthesized comparisons of bilinguals’ and monolinguals’ performance in six executive domains using 891 effect sizes from 152 studies on adults. We also included unpublished data, and considered the potential influence of a number of study-, task-, and participant-related variables. Before correcting estimates for observed publication bias, our analyses revealed a very small bilingual advantage for inhibition, shifting, and working memory, but not for monitoring or attention. No evidence for a bilingual advantage remained after correcting for bias. For verbal fluency, our analyses indicated a small bilingual disadvantage, possibly reflecting less exposure for each individual language when using two languages in a balanced manner. Moreover, moderator analyses did not support theoretical presuppositions concerning the bilingual advantage. We conclude that the available evidence does not provide systematic support for the widely held notion that bilingualism is associated with benefits in cognitive control functions in adults.

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Unity or diversity of executive functioning in children and adolescents with posttraumatic stress symptoms? A meta-analysis

10.31234/osf.io/gbv89 ◽

2021 ◽

Author(s):

Otelie Nyvold ◽

Egil Nygaard ◽

Else-Marie Augusti ◽

Christian K. Tamnes

Keyword(s):

Working Memory ◽

Executive Functioning ◽

Executive Functions ◽

Posttraumatic Stress ◽

Verbal Fluency ◽

Meta Analysis ◽

Effect Sizes ◽

Posttraumatic Stress Symptoms ◽

Healthy Controls ◽

Stress Symptoms

For some children the psychological reactions to a traumatic event develop into severe or persistent posttraumatic stress symptoms (PTSS) or the clinical condition of posttraumatic stress disorder (PTSD). Cognitive problems in children with PTSS have been reported, but it is not clear which specific functions are affected. Executive functions is a domain of particular interest, given its importance for academic performance and social and emotional functioning. A systematic literature search was performed and 12 studies with 55 comparisons of executive functions in children with PTSS and healthy controls were eligible for meta-analysis. A subset of the studies also included a comparison group of children with traumatic experienced but without PTSS. Overall, across all tasks and measures, children with PTSS showed lower executive functioning than healthy controls (SMD = -0.57). The effect sizes between the subdomains complex tasks, verbal fluency, inhibition, shifting and working memory were not significantly different from each other, but were largest for verbal fluency (SMD = -1.29) and working memory (SMD = -0.59). Analyses comparing children with traumatic experiences with and without PTSS similarly showed overall lower executive functioning in the PTSS group (SMD = -0.34) and no significant differences in effect sizes between subdomains. The results have implications for assessment and clinical work with youth exposed to traumatic events. We should be aware of the poor executive functioning that may be an issue for some children with a history of trauma and subsequent development of PTSS, and the impact this could have on everyday functioning.

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Are inconsistent bilingual-monolingual cognitive differences the result of population miscategorization?

10.31234/osf.io/r2c7n ◽

2021 ◽

Author(s):

Kelly Kendro

Keyword(s):

Working Memory ◽

Cognitive Control ◽

Recent Work ◽

Cognitive Abilities ◽

Cognitive Tasks ◽

Psycholinguistic Research ◽

Cognitive Differences ◽

Heritage Speakers ◽

Bilingual Advantage ◽

Multiple Tasks

Decades of psycholinguistic research have attempted to determine whether a “bilingualadvantage” exists for cognitive abilities (e.g., Bialystok & Craik, 2010; Cummins, 1977; for a metaanalysis,see Grundy & Timmer, 2017). More recent work has shifted away from investigating thebroader matter of cognition and working memory to focus on specific domains within those capacities(e.g., Linck et al., 2014). Despite countless studies, however, the existence of thisphenomenon remains unconfirmed. This paper examines evidence for and against the presence of a“bilingual advantage” in multiple tasks of working memory and cognitive control, reviewing studies thatcompare monolingual and bilingual performance. It further looks at populations that are understudied inrelation to these questions (i.e., L2 learners and heritage speakers). Finally, the topic of L2 attrition isdiscussed, alongside a novel perspective that may explain the inconsistencies in bilingual-monolingualcomparisons of performance on cognitive tasks.

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Working Memory Training Revisited: A Multi-Level Meta-Analysis of N-back Training Studies

10.31234/osf.io/fvyra ◽

2018 ◽

Author(s):

Anna Soveri ◽

Jan Antfolk ◽

Linda C. Karlsson ◽

Benny Salo ◽

Matti Laine

Keyword(s):

Working Memory ◽

Cognitive Control ◽

Fluid Intelligence ◽

Meta Analysis ◽

Effect Sizes ◽

Substantial Part ◽

Training Dose ◽

Multi Level ◽

Training Studies ◽

Meta Analyses

The efficacy of working memory (WM) training has been a controversial and hotly debated issue during the last years, and despite a large number of training studies and several meta-analyses, the matter has not yet been solved. We conducted a multi-level meta-analysis on the cognitive transfer effects in healthy adults who have been administered WM updating training with n-back tasks, the most common experimental WM training paradigm. Thanks to this methodological approach that has not been employed in previous meta-analyses in this field, we were able to include effect sizes from all relevant tasks used in the original studies. Altogether 203 effect sizes were derived from 33 published randomized controlled trials. In contrast to earlier meta-analyses, we separated task-specific transfer (here untrained n-back tasks) from other WM transfer tasks. Two additional cognitive domains of transfer that we analyzed consisted of fluid intelligence (Gf) and cognitive control tasks. A medium-sized transfer effect was observed to untrained n-back tasks. For other WM tasks, Gf, and cognitive control, the effect sizes were of similar size and very small. Moderator analyses showed no effects of age, training dose, training type (single vs. dual), or WM and Gf transfer task contents (verbal vs. visuospatial). We conclude that a substantial part of transfer following WM updating training with n-back is task-specific and discuss the implications of the results to WM training research.

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There a Bilingual Advantage in Cognitive Control? Evidence From Metalinguistic Awareness and Executive Functioning Tasks

PsycEXTRA Dataset ◽

10.1037/e512682013-415 ◽

2007 ◽

Author(s):

Sandra Inurritegui ◽

Gery d'Ydewalle

Keyword(s):

Executive Functioning ◽

Cognitive Control ◽

Metalinguistic Awareness ◽

Bilingual Advantage

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Novel evidence in support of the bilingual advantage: Influences of task demands and experience on cognitive control and working memory

Psychonomic Bulletin & Review ◽

10.3758/s13423-013-0524-y ◽

2013 ◽

Vol 21 (2) ◽

pp. 520-525 ◽

Cited By ~ 48

Author(s):

Brooke N. Macnamara ◽

Andrew R. A. Conway

Keyword(s):

Working Memory ◽

Cognitive Control ◽

Task Demands ◽

Bilingual Advantage

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Executive Function in Pediatric Sleep-Disordered Breathing: A Meta-analysis

Journal of the International Neuropsychological Society ◽

10.1017/s1355617716000643 ◽

2016 ◽

Vol 22 (8) ◽

pp. 839-850 ◽

Cited By ~ 10

Author(s):

Jonathan J. Mietchen ◽

David P. Bennett ◽

Trevor Huff ◽

Dawson W. Hedges ◽

Shawn D. Gale

Keyword(s):

Working Memory ◽

Executive Function ◽

Executive Functioning ◽

Effect Size ◽

Sleep Disordered Breathing ◽

Meta Analysis ◽

Effect Sizes ◽

Questionnaire Data ◽

Neuropsychological Measures ◽

Pediatric Sleep

AbstractObjectives:Evaluate the association between pediatric sleep-disordered breathing (SDB) and executive functioning.Methods:We searched multiple electronic databases for peer-reviewed journal articles related to pediatric SDB and executive functioning. We included studies that assessed SDBviapolysomnography, included objective or questionnaire measures of executive function, and had an age-matched control group. Fourteen articles met inclusion criteria with a total sample of 1697 children ages 5 to 17 years (M=9.81 years;SD=0.34). We calculated an overall effect size for each of the five executive domains (vigilance, inhibition, working memory, shifting, and generativity) as well as effect sizes according to SDB severity: mild, moderate, severe. We also calculated effect sizes separately for objective and subjective questionnaires of executive functioning.Results:We found a medium effect size (−0.427) for just one of five executive function domains on objective neuropsychological measures (generativity). In contrast, effect sizes on all three executive domains measuredviaquestionnaire data were significant, with effect sizes ranging from medium (−0.64) to large (−1.06). We found no difference between executive domains by severity of SDB.Conclusions:This meta-analysis of executive function separated into five domains in pediatric SDB suggested lower performance in generativity on objective neuropsychological measures. There were no differences associated with SDB severity. Questionnaire data suggested dysfunction across the three executive domains measured (inhibition, working memory, shifting). Overall, limited evidence suggested poorer performance in executive function in children with SDB according to objective testing, and subjective ratings of executive function suggested additional worsened performance. (JINS, 2016,22, 839–850)

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The bilingual advantage in children: a meta-analytic review

10.31234/osf.io/spjfg ◽

2020 ◽

Author(s):

Cassandra J Lowe

Keyword(s):

Executive Functioning ◽

Executive Control ◽

Meta Analysis ◽

Effect Sizes ◽

Bilingual Children ◽

Executive Attention ◽

Bilingual Advantage ◽

Language Status ◽

Analytic Review ◽

Considerable Debate

There is considerable debate about whether bilingual children are advantaged in executive functioning relative to monolingual children. The current meta-analysis addressed this debate by comprehensively reviewing the available evidence. Here, we synthesized data from published studies and unpublished datasets, which equated to 1209 effect sizes from 10,672 bilingual and 12,289 monolingual participants aged 3- to 17-years. Consistent with the bilingual advantage hypothesis, bilingual language status had a small effect on children’s executive functions (g =.08, 95% CI [.01, .14]). However, this effect was indistinguishable from zero after adjusting for bias (g=-.04, 95 % CI [-.12, .05]). Further, no significant effects were apparent within the executive attention, where the effects of language status are thought to be most pronounced (g =.08, 95% CI [.01, .14]). Results, therefore, suggest that the bilingual advantage in children’s executive control is small, variable, and potentially not attributable to the effect of language status.

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French Adaptation of the Childhood Executive Functioning Inventory (CHEXI)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000141 ◽

2013 ◽

Vol 29 (2) ◽

pp. 149-155 ◽

Cited By ~ 6

Author(s):

Corinne Catale ◽

Caroline Lejeune ◽

Sarah Merbah ◽

Thierry Meulemans

Keyword(s):

Working Memory ◽

Executive Functioning ◽

Factor Analyses ◽

Cognitive Measures ◽

Factor Solution ◽

Confirmatory Factor Analyses ◽

Confirmatory Factor ◽

Rating Instrument ◽

Functioning Inventory ◽

Test Retest Reliability

Thorell and Nyberg (2008 ) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life which can be divided into four subscales: working memory, planning, inhibition, and regulation. Using an exploratory factor analysis on data from young Swedish children attending kindergarten, Thorell and Nyberg (2008 ) found a two-factor solution that taps working memory and inhibition. In the present study, we explored the psychometric characteristics of the French adaptation of the CHEXI. A group of 95 parents of 5- and 6-year-old children completed the CHEXI, 87 of whom were given clinical inhibition and working memory tasks. Confirmatory factor analyses confirmed the two-factor solution based on inhibition and working memory that was identified in the original study of Swedish children. Supplementary results indicated good internal and test-retest reliability for the entire scale, as well as for the two subscales identified. Correlation analyses showed no relationship between cognitive measures and the CHEXI subscales. Possible clinical applications for the CHEXI scales are discussed.

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