Bilingual Cognitive Advantage Research Articles

The relationships between balanced-bilingual proficiency, executive function, and rational thinking: a dissociative finding

ABSTRACT The cognitive advantages of bilingualism have accumulated significant support in various domains, and executive function is suggested to be one of their operative mechanisms. However, empirical evidence of the relationships among bilingualism, executive function, and rational thinking is still lacking. The present study extends this understanding. With a refined operational definition of bilingualism and by controlling for possible confounding variables, we recruited 114 university participants to perform a balanced bilingual proficiency task; a modified Simon executive function (EF) task (to assess inhibition and updating components of EFs); a syllogism task; a critical thinking test; and measures of intelligence, socioeconomic status (SES), and the openness-to-experience personality trait. The results showed that balanced bilingual proficiency positively and robustly predicted participants’ performance in syllogism and critical thinking tasks after we controlled for other variables. The relationships between EF components and rational thinking showed a dissociative result: Inhibition and updating ability contributed to syllogistic and critical thinking differently. These results shed further light on the educational application needs of bilingual learning and concluded in a discussion of future investigations of the theoretical accounts and mechanisms of bilingual advantages.

The association of English‐Spanish and Indigenous‐Spanish bilingualism with cognition among older adults in the Mexican Health and Aging Study (MHAS)

AbstractBackgroundWhile several studies have reported a “bilingual advantage” in cognition among older adults, others have not. Most studies of bilingualism and cognitive aging are in urban settings among high income countries, limiting the generalizability among bilinguals residing in lower‐and middle‐income countries, such as Mexico. Additionally, the association of bilingualism and cognition among indigenous populations is unknown. In Mexico, there are almost 7 million speakers of indigenous languages, residing primarily in rural areas, and over 15 million people that report speaking English, predominantly in urban settings. To account for sociocultural factors confounding the type of bilingualism (i.e., English‐Spanish, Indigenous‐Spanish), we evaluated whether bilingualism was associated with better cognitive functioning among adults across urban and rural regions in Mexico.MethodAnalyses included participants from the Mexican Health and Aging Study (MHAS) aged 55 and older in urban (N = 1053, 12% Spanish‐English bilinguals) and rural (N = 814, 20% Spanish‐Indigenous bilinguals) areas. Participants reported speaking English and/or an indigenous language in addition to Spanish. Participants completed comprehensive cognitive testing assessing memory, language, executive function, and visuospatial domains. General linear models stratified by region evaluated bilingualism on cognitive domain performance covarying for sociodemographic factors.ResultSociodemographic characteristics differed by region and language group. English‐Spanish bilinguals in urban areas were younger, predominantly men, with higher education, less likely illiterate, and with greater U.S. migration history compared to monolinguals. In rural areas, Indigenous‐Spanish bilinguals were younger, with less education, higher prevalence of illiteracy, and less likely to have U.S. migration history compared to monolinguals. In urban settings, English‐Spanish bilingualism was not associated with performance on any cognitive domain (p>0.05). In rural settings, Indigenous‐Spanish bilingualism was associated with worse performance across all cognitive domains (p<0.01).ConclusionThere was no evidence of a bilingual cognitive advantage among older adults residing in urban and rural regions in Mexico. While indigenous bilinguals demonstrated the lowest cognitive test performance, further work is required to understand the socioeconomic and environmental factors associated with bilingualism among indigenous populations in Mexico. Greater characterization of their bilingualism (i.e., age and context of acquisition, proficiency, frequency of use) across all languages can help elucidate the association between bilingualism and cognitive test performance.

6 Code-switching, Language Attitudes, and Executive Function in Latinx Bilinguals

Objective:Code-switching is when bilingual individuals alternate between two languages in the same conversation. Some studies find that code-switching frequency is associated with executive functioning, while others do not. Individual attitudes towards bilingual language use and code-switching may explain the inconsistency in the literature. For instance, greater positive attitudes towards code-switching may be associated with more likelihood to engage in that practice and thus strengthen the cognitive benefit in executive function. Additionally, code-switching between English and Spanish has been stigmatized in the U.S., therefore it is unclear what sociocultural factors may predict positive attitudes. In this study, we assessed Latinx bilinguals’ attitudes on code-switching and investigated their relationship with code-switching frequency, sociodemographic and linguistic factors, and executive functioning.Participants and Methods:Participants were 525 community-dwelling English-Spanish bilingual Latinx adults from the Offspring study (Mage= 55.38 (10.42); Meducation= 12.62 (3.34); 71% women; 41% tested in English, 75% immigrant). A language history questionnaire assessed for bilingualism and code-switching frequency. Participants completed 7 questions on code-switching attitudes on a 7-point Likert scale ranging from Strongly Disagree to Strongly Agree (e.g., “switching between languages in a conversation is an important part of my identity”), that were summed for a total score with higher scores indicating more positive attitudes. Executive functioning was assessed with the NIH Toolbox Cognition battery, verbal fluencies, and the digit span test. Sociodemographic and linguistic factors included age, sex, education, immigrant status, parental years of education, English and Spanish proficiency (average score on self-reported ratings on speaking, reading, writing, and understanding), and testing language. General linear models evaluated the association of code-switching attitudes on executive function, after adjusting for relevant covariates.Results:Positive code-switching attitudes were correlated with greater code-switching, r(499)=.33, p<.001. Younger age r(499)=-.11, being born in the US t(493)=-2.05, greater English proficiency r(497)=.15, and English dominance t(499)=2.22, were associated with more positive code-switching attitudes (all p’s <.05). Sex, education, parental years of education, and Spanish proficiency were not associated with code-switching attitudes. Overall models of attitudes with executive function indicated that positive code-switching attitudes were associated with worse visual working memory (b = -0.08, t(169) = -2.75, 95% CI [0.14, -0.02]) after adjusting for age, sex, education, immigration status, parental years of education and testing language. Code-switching attitudes were not significantly associated with other executive function measures.Conclusions:Among a community-based sample of bilingual middle-aged Latinx adults, positive attitudes towards code-switching were associated with greater likelihood of code-switching in conversations, higher English proficiency, being US born, younger age, and English language dominance but negatively associated with visual working memory. These findings indicate that code-switching attitudes are influenced by sociodemographic and linguistic factors. Additionally, the negative association between code-switching attitudes and visual working memory provides support for previous studies showing code-switching as a disadvantage to cognition. Results of this study suggest that detailed characterization of sociocultural factors and aspects of bilingualism can provide further clarity in determining if there is a potential bilingual cognitive advantage. Future research should examine the relationship of code-switching with other aspects of bilingualism (e.g., age of acquisition).

H - 46 The Importance of Cultural Context and Colonialism in the Bilingual Neurocognitive Advantage Debate: a Systematic Literary Review.

Using an adaptation of the PRISMA checklist, this interdisciplinary systematic literary review synthesizes forty peer-reviewed research papers and neuropsychological theoretical publications about the bilingual cognitive advantage debate. The objectives of this study were to (1) analyze the neurocognitive and methodological discussion behind bilingualism studies, and (2) explore how a better understanding of cultural context and colonialism can help contribute to the bilingual cognitive advantage debate. Research with quantitative and qualitative designs were considered, as long as they studied the bilingual population (regardless of what languages the participants knew or their age). Although most papers were from the field of cognitive neurosciences, articles from different scientific disciplines were considered for analysis. Results showed that there doesn't appear to be a consensus on bilinguals holding a significant cognitive advantage over monolinguals, yet some studies found that bilinguals had higher scores in inhibitory control and cognitive flexibility. While bilinguals show an increase in grey matter and activity in areas of the frontal lobe, the precise mechanisms of control between languages have yet to be identified. However, most of these studies did not have diverse samples and showed methodological discrepancies when measuring bilingualism. Although heritage language of immigrated people is a known factor in this area of study, linguistic cultural sensibilities of colonized lands haven't been properly assessed in the cognitive advantage debate. Based on these findings, a research proposal and scale regarding executive functioning and the perceptions of Puerto Rican bilingualism are in development.

Study of Alerting, Orienting, and Executive Control Attentional Networks in Bilingual and Monolingual Primary School Children: The Role of Socioeconomic Status.

For decades, researchers have suggested the existence of a bilingual cognitive advantage, especially in tasks involving executive functions such as inhibition, shifting, and updating. Recently, an increasing number of studies have questioned whether bilingualism results in a change in executive functions, highlighting conflicting data published in the literature. The present study compared the performance of third-, fourth-, and fifth-grade bilingual and monolingual children on attentional and cognitive tasks. The participants were 61 monolingual and 74 bilingual children (M = 114.6 months; SD = 8.48 months) who were tested on two versions of the attention network task (ANT), with and without social stimuli, as well as tests investigating working memory, short-term memory, narrative memory, and receptive vocabulary. Data on families' socioeconomic status and children's reasoning abilities were also collected. The results showed that bilingualism and socioeconomic status affected attentional networks in tasks involving social stimuli. In tasks involving non-social stimuli, socioeconomic status only affected the alerting and executive conflict networks. Consistent with the literature, a positive relationship emerged between socioeconomic status and executive control in the context of social stimuli, and a negative relationship emerged between socioeconomic status and the alerting network in the context of non-social stimuli. Interestingly, neither socioeconomic status nor social attentional networks correlated with working memory. Therefore, although more investigations are required, the results suggest that differences in social contexts mainly affect attentional functions.

The influence of bilingual experience on executive function under emotional interference: Evidence from the N1 component.

The influence of bilingual education and experience on an individual's information-processing ability has recently been a hot issue in international studies. Previous studies have found that bilingual experience affects executive function, but the results remain controversial. Executive function refers to the conscious control of purposeful behavior. It is responsible for processing high-level action controls, including such sub-functions as inhibitory control, cognitive switching, and working memory updating. Emotion, as an essential factor in daily life, also has a complex interaction with executive function. This paper explores whether the bilingual cognitive advantage effect can continue in the more complex conditions of emotional interference. To investigate the specific electrophysiological characteristics of the participants at different stages of cognitive processing, we used a combination of the behavioral and ERP experiments in which the positive, neutral, and negative emotional stimuli were selected as emotional interference conditions and the emotional Simon paradigm, the cognitive switching of emotion paradigm, and the emotional N-back paradigm was adopted. The results show that the main effect of the N1 component amplitude is significant. Specifically, the amplitude of the N1 component in the proficient bilinguals is significantly smaller than that of the non-proficient bilinguals, while the main effects of other component groups are not significant, indicating that under the condition of emotional interference, the influence of bilingual experience on executive function only exists in the early attention stage and that the bilingual experience can improve the individual's attentional control and speed up attention processing in the early attention stage.

Social facilitation and bilingual cognitive advantage: Bridging social psychology and psycholinguistics

This study examined the role of social context in the expression of the bilingual cognitive advantage in 145 bilingual university students. All participants mastered Arabic as their native language (L1), but half were highly proficient in French (high L2 group), whereas half were less proficient (low L2 group). A color-word Stroop test with incongruent, congruent and neutral stimuli was administered in single language blocks (Arabic or French words) or in a mixed block (Arabic and French words), either under social presence, or alone. Stroop interference was analyzed to assess the cost of resolving conflict in incongruent trials and was compared across groups and experimental conditions. If bilingualism comes with a cognitive advantage, a reduction of interference in high (vs. low) L2 proficient subjects is to be expected. Analysis revealed that interference was significantly reduced in high L2 group, but only under the single language condition. Furthermore, whereas social context and sex had no main effects, analysis revealed a significant 4-factor interaction between L2 proficiency, linguistic context, social context, and sex. Social presence further reduced interference (social facilitation) in high L2 proficient females, but not in males. Overall, the results suggest that mastering a second language comes with cognitive advantages which adapt dynamically to social and linguistic contexts in a sex-dependent manner. We argue that advancing bilingualism research requires more attention to the social environment.

BILINGUAL COGNITIVE ADVANTAGE HYPOTHESIS: AN EXPERIMENTAL STUDY WITH KOMI-PERMYAK-RUSSIAN NATIVE BILINGUAL SPEAKERS

The bilingual cognitive advantage hypothesis assumes that native speakers of two languages have better-developed cognitive abilities than native speakers of only one language. In particular, bilinguals are considered to be characterized by enhanced executive functions (attention, cognitive flexibility, resistance to interference). The bilingual cognitive advantage effect is most frequently revealed for elderly bilingual speakers, while experiments with young adults yield inconsistent results. The authors hypothesize that the presence/absence of the cognitive advantage effect at a young adult age can be determined by bilingualism type: bilingualism formed in a dense code-switching context boosts the development of executive functions. The hypothesis is tested in the experimental study with two groups of young adults: 1) the bilingual group (native speakers of the Komi-Permyak and Russian languages) and 2) the monolingual group (native speakers of the Russian language). Experimental techniques that measure the level of attention concentration, attention shifting and resistance to interference (the Schulte test, the Burdon test, the Stroop test) were applied. While analyzing the experimental results, mean and individual values of the speed and accuracy of the task performance for each group of participants were evaluated; then the results of bilingual and monolingual groups were compared. The research results demonstrate that young adult native speakers of the Komi-Permyak and Russian languages consistently outstrip their monolingual peers in adaptability of certain executive functions (namely, in their ability to flexibly coordinate attention concentration and shifting while performing various cognitive tasks).

Testing the Bilingual Cognitive Advantage in Toddlers Using the Early Executive Functions Questionnaire

The present study aims to assess differences in executive functioning between monolingual and multilingual 23-month-old toddlers, both when dichotomizing multilingualism and assessing it on a continuum. It is hypothesized that multilinguals, individuals with greater non-dominant language exposure, and individuals with more translation equivalents, would perform better in the following domains: response inhibition, attentional flexibility, and regulation. No differences are expected for working memory. The Early Executive Functions Questionnaire, a newly developed parental report, is used to measure the four executive functions of interest. Multilinguals and individuals with greater non-dominant language exposure have significantly higher response inhibition; however, no differences are noted for any other executive function. Additionally, no associations between translation equivalents and executive functioning are found. Post-hoc analyses reveal that non-dominant language production had a positive correlation with working memory. The present findings support the notion of a domain-specific cognitive advantage for multilingual toddlers.

Nonverbal Switching Ability of Monolingual and Bilingual Children with and without Developmental Language Disorder

Bilingualism is associated with enhanced switching skills, while a developmental language disorder (DLD) may negatively impact switching ability. However, both studies with bilinguals as well as studies including children with DLD have revealed mixed results. Moreover, the interaction of bilingualism and DLD has not been addressed and the origin of the stronger or weaker switching performance is unknown. The current study aimed to fill these gaps. Monolingual and bilingual children with and without DLD (n = 32 in each of the four groups) completed a nonverbal color/shape switching task when they were 7 to 8 years old, and a Continuous Performance Task two years earlier. The latter tapped into their response inhibition and sustained attention skills, which may underlie switching ability. No differences between monolinguals and bilinguals were found on the switching task. Children with DLD had higher mixing costs than peers without DLD, which was driven by differences in sustained attention skills. These results add to the body of research indicating that the cognitive advantages of bilingualism are unstable. Additionally, the results substantiate the hypothesis that attention processes are foundational for complex cognitive skills, such as switching, and suggest cascading effects for children with weaker attention skills, such as children with DLD.

Attentional orienting abilities in bilinguals: Evidence from a large infant sample

A key question in studies of cognitive development is whether bilingual environments impact higher-cognitive functions. Inconclusive evidence in search of a “bilingual cognitive advantage” has sparked debates on the reliability of these findings. Few studies with infants have examined this question, but most of them include small samples. The current study presents evidence from a large sample of 6- and 10-month-old monolingual- and bilingual-exposed infants (N = 152), which includes a longitudinal subset (n = 31), who completed a cueing attentional orienting task. The results suggest bilingual infants showed significant developmental gains in latency performance during the condition that was most cognitively demanding (Incongruent). The results also revealed bilingual infants’ performance was associated with their parents’ dual-language switching behavior. Taken together, these results provide support that bilingual experiences (i.e., dual-language mixing) influence infants’ shifting and orienting of attention.

Clear Theories Are Needed to Interpret Differences: Perspectives on the Bilingual Advantage Debate.

The heated debate regarding bilingual cognitive advantages remains ongoing. While there are many studies supporting positive cognitive effects of bilingualism, recent meta-analyses have concluded that there is no consistent evidence for a bilingual advantage. In this article we focus on several theoretical concerns. First, we discuss changes in theoretical frameworks, which have led to the development of insufficiently clear theories and hypotheses that are difficult to falsify. Next, we discuss the development of looking at bilingual experiences and the need to better understand language control. Last, we argue that the move from behavioural studies to a focus on brain plasticity is not going to solve the debate on cognitive effects, especially not when brain changes are interpreted in the absence of behavioural differences. Clearer theories on both behavioural and neural effects of bilingualism are needed. However, to achieve this, a solid understanding of both bilingualism and executive functions is needed first.

Absence of a bilingual cognitive flexibility advantage: A replication study in preschoolers.

Some studies have found a bilingual advantage in children’s executive function and some failed to find a bilingual advantage. For example, the results of a previous study by Bialystok & Martin (2004) indicated that Chinese-English bilingual preschool children outperformed English monolingual children in solving the dimensional change card sort (DCCS). The goal of our study was to replicate this study using the same dimensional change card sort task. We also tested our participants on vocabulary and digit span. Our participants were 40 English monolingual and 40 Mandarin-English bilingual children and were within the same age range as the children in Bialystok & Martin’s (2004) study. Our results showed no difference between bilinguals and monolinguals. Both groups of children in the present study performed better than those in Bialystok and Martin (2004), but the bigger difference was between the two groups of monolinguals. These results suggest that it could be important to attend to monolingual children’s performance, in addition to bilinguals’, when testing for a bilingual advantage. Our replication study is important because it helps with clarifying the validity of studies finding a bilingual advantage and to help future researchers know whether to build on their findings or not.

Is bilingualism protective for adults with aphasia?

The bilingual advantage proposes that bilingual individuals have enhanced cognitive control compared to their monolingual counterparts. Bilingualism has also been shown to contribute to cognitive reserve by offsetting the behavioral presentation of brain injury or neural degeneration. However, this effect has not been closely examined in individuals with post-stroke or post-TBI aphasia. Because bilingualism has been suggested as a factor of cognitive reserve, it may provide protective mechanisms for adults with aphasia. In the current study, evidence for the bilingual advantage was examined in 13 Spanish-English bilingual healthy adults (BHA) compared to 13 English monolingual healthy adults (MHA). Additionally, evidence for cognitive reserve as defined by a bilingual advantage was examined in 18 Spanish-English bilingual adults with aphasia (BAA) compared to 18 English monolingual adults with aphasia (MAA) who were otherwise matched on their age, education, language impairment, and non-verbal executive functions. All participants completed a non-linguistic cognitive control task that included congruent and incongruent conditions. Results indicated no bilingual cognitive control advantage on reaction times in healthy adult groups; however, BAA were faster than MAA, suggesting that bilingualism may contribute to cognitive reserve in adults with aphasia. Thus, manipulating multiple languages throughout the lifetime may be protective after an acquired brain injury.

Attention in Bilingual Children With Developmental Language Disorder.

PurposeAttention and language are hypothesized to interact in bilingual children and in children with developmental language disorder (DLD). In children who are bilingual, attentional control may be enhanced by repeated experience regulating 2 languages. In children with DLD, subtle weaknesses in sustained attention may relate to impaired language processing. This study measured attentional control and sustained attention in monolingual and bilingual children with and without DLD in order to examine the potential influences of bilingualism and DLD, as well as their intersection, on attention.MethodMonolingual English-only and bilingual Spanish–English children aged 6–8 years were categorized into participant groups based on eligibility testing and parent interviews. Parent interviews included standardized assessment of language environment and parent concern regarding language. Participants completed 2 nonlinguistic computerized assessments: a flanker task to measure attentional control and a continuous performance task to measure sustained attention.ResultsOne hundred nine children met all eligibility criteria for inclusion in a participant group. Regression models predicting performance on the attention tasks were similar for both sustained attention and attentional control. For both tasks, DLD was a significant predictor, and bilingualism was not. Measuring bilingualism continuously using parent-reported exposure did not alter results.ConclusionsThis study found no evidence of a “bilingual cognitive advantage” on 2 types of attention among sequential Spanish–English bilingual children but also found a negative effect of DLD that was consistent across both types of attention and both bilingual and monolingual children. Results are consistent with the broader literature on subtle nonlinguistic deficits in children with DLD and suggest these deficits are minimally affected by diverse linguistic experience.

Multilingualism and multiliteracy in primary education in India: A discussion of some methodological challenges of an interdisciplinary research project

In the Indian context, concerns have been raised for many years about the learning outcomes of primary school children. The complexity of the issue makes it difficult to advise stakeholders on what needs to be done to improve learning in primary schools in India. As it has been shown that low socio-economic status is one of the key factors that negatively affect learning outcomes, the focus of the Multilila project (‘Multilingualism and multiliteracy: Raising learning outcomes in challenging contexts in primary schools across India’) is on educational achievement among children of low socio-economic status. In following the development of language, literacy, maths and cognitive abilities of primary school children over two years we hope to throw new light on why multilingual children in India do not always experience the cognitive advantages associated with multilingualism in other contexts. This paper focuses on some of the methodological challenges faced by this project. After explaining the rationale for the study, we sketch the contribution this project can make to the discussion about cognitive advantages of bilingualism. We then focus on the Indian context before presenting the methodology of the project (design, participants, instruments and procedure). Finally, we summarize the key challenges for the project and possible solutions to those challenges, and present an outlook towards the future.

The compatibility within a modular framework of emergent and dynamical processes in mind and brain

Abstract In the light of the continuing controversy over evidence supporting emergentist and non-emergentist accounts of cognitive and brain development, this commentary compares the proposals for a neuroemergentist framework for studying cognition and the brain (Hernandez et al., in press) and compares it with the Modular Cognition Framework (MCF) also known as Modular Online Growth and Use of Language (Truscott & Sharwood Smith, 2004). Both approaches are intended to optimise the exploration of relationships between mind and brain. The purpose of this comparison is to show that evidence that suggests emergentist and dynamical traits in development and processing can equally be seen as the product of a modular mind with a stable set of independent systems each with its own properties and mode of operation, all basically in place at birth. The fluid dynamical character of performance and the flexible adaptive responses of the mind to a constantly shifting environment can, in other words, also be explained by the way modular systems collaborate and generally interact to solve a continuing flow of tasks. Some key aspects of the MCF are introduced to elaborate on this claim including the way in which structures of different types, created in different modular systems. are associated and used in different combinations to solve tasks during processing as also the effect of shifting resting levels of activation. The discussion concludes with an MCF perspective on bilingual development and behaviour with special reference to how more than one language can coexist in one mind and the cognitive advantages of bilingualism.

Symbiosis, Parasitism and Bilingual Cognitive Control: A Neuroemergentist Perspective.

Interest in the intersection between bilingualism and cognitive control and accessibility to neuroimaging methods has resulted in numerous studies with a variety of interpretations of the bilingual cognitive advantage. Neurocomputational Emergentism (or Neuroemergentism for short) is a new framework for understanding this relationship between bilingualism and cognitive control. This framework considers Emergence, in which two small elements are recombined in an interactive manner, yielding a non-linear effect. Added to this is the notion that Emergence can be captured in neural systems using computationally inspired models. This review poses that bilingualism and cognitive control, as examined through the Neuroemergentist framework, are interwoven through development and involve the non-linear growth of cognitive processing encompassing brain areas that combine and recombine, in symbiotic and parasitic ways, in order to handle more complex types of processing. The models that have sought to explain the neural substrates of bilingual cognitive differences will be discussed with a reinterpretation of the entire bilingual cognitive advantage within a Neuroemergentist framework incorporating its neural bases. It will conclude by discussing how this new Neuroemergentist approach alters our view of the effects of language experience on cognitive control. Avenues to move beyond the simple notion of a bilingual advantage or lack thereof will be proposed.

Does Extreme Language Control Training Improve Cognitive Control? A Comparison of Professional Interpreters, L2 Teachers and Monolinguals.

There is currently a lively debate in the literature whether bilingualism leads to enhanced cognitive control or not. Recent evidence suggests that knowledge of more than one language does not always suffice for the manifestation of a bilingual cognitive control advantage. As a result, ongoing research has focused on modalities of bilingual language use that may interact with the bilingual advantage. In this study, we explored the cognitive control performance of simultaneous interpreters. These highly proficient bilinguals comprehend information in one language while producing in the other language, which is a complex skill requiring high levels of language control. In a first experiment, we compared professional interpreters to monolinguals. Data were collected on interference suppression (flanker task), prepotent response inhibition (Simon task), and short-term memory (digit span task). The results showed that the professional interpreters performed similarly to the monolinguals on all measures. In Experiment 2, we compared professional interpreters to monolinguals and second language teachers. Data were collected on interference suppression (advanced flanker task), prepotent response inhibition (advanced flanker task), attention (advanced flanker task), short-term memory (Hebb repetition paradigm), and updating (n-back task). We found converging evidence for our finding that experience in interpreting may not lead to superior interference suppression, prepotent response inhibition, and short-term memory. In fact, our results showed that the professional interpreters performed similarly to both the monolinguals and the second language teachers on all tested cognitive control measures. We did, however, find anecdotal evidence for a (small) advantage in short-term memory for interpreters relative to monolinguals when analyzing composite scores of both experiments together. Taken together, the results of the current study suggest that interpreter experience does not necessarily lead to general cognitive control advantages. However, there may be small interpreter advantages in short-term memory, suggesting that this might be an important cognitive control aspect of simultaneous interpreting. The results are discussed in the light of ongoing debates about bilingual cognitive control advantages.

The Importance of Socioeconomic Status as a Modulator of the Bilingual Advantage in Cognitive Ability.

Between-group variability in socioeconomic status (SES) has been identified as a potentially important contributory factor in studies reporting cognitive advantages in bilinguals over monolinguals (the so called “bilingual advantage”). The present study addresses the potential importance of this alternative explanatory variable in a study of low and high SES bilingual and monolingual performance on the Simon task and the Tower of London (TOL) task. Results indicated an overall bilingual response time advantage on the Simon task, despite equivalent error rates. Socioeconomic status was an important modulator in this effect, with evidence that bilingualism may be particularly important in promoting speed of processing advantages in low status individuals but have little impact in high status individuals. However, there was a monolingual advantage on the TOL test of executive planning ability. Together, our findings run counter to the central assertion of the bilingual advantage account, that the process of multi-language acquisition confers a broad cognitive advantage in executive function. We discuss these findings in the context of SES as an important modulator in published studies advocating a bilingual cognitive advantage.