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| Author | : Kenji Hakuta |
| Publisher | : |
| Total Pages | : 154 |
| Release | : 1984 |
| Genre | : Bilingualism |
| ISBN | : |
| Author | : Kenji Hakuta |
| Publisher | : |
| Total Pages | : 692 |
| Release | : 1984 |
| Genre | : Bilingualism |
| ISBN | : |
| Author | : Kenji Hakuta |
| Publisher | : |
| Total Pages | : |
| Release | : 1984 |
| Genre | : Bilingualism |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 342 |
| Release | : 1986-04 |
| Genre | : Education |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 1048 |
| Release | : |
| Genre | : Government publications |
| ISBN | : |
| Author | : John W. Santrock |
| Publisher | : Brown & Benchmark |
| Total Pages | : 648 |
| Release | : 1994 |
| Genre | : Psychology |
| ISBN | : |
| Author | : Mindy T. Sperling |
| Publisher | : |
| Total Pages | : 242 |
| Release | : 1989 |
| Genre | : |
| ISBN | : |
| Author | : Lindsey A. Hutchison |
| Publisher | : |
| Total Pages | : 336 |
| Release | : 2012 |
| Genre | : Bilingualism |
| ISBN | : |
The current study explores relations between executive functioning (EF), degree of bilingualism, and externalizing behavior problems in a sample (N = 79) of 5- to 7-yearold monolingual (n = 33) and bilingual (n = 46) children. The bilingual group included both children who were fully fluent in two languages (balanced bilinguals; n = 17) and children who were still learning their second language (Dual Language Learners; DLLs; n = 29). The main components of EF included inhibitory control, cognitive flexibility, and planning/problem-solving skills. Parents and children came into the lab for a onetime, two-hour session. Parents completed surveys on children's language background, EF, and behavior problems while children worked with the researcher in a separate room. EF was measured with a go/no-go task (GNG), the Head-Toes-Knees-Shoulders task (HTKS), the Dimensional Change Card Sort (DCCS), the Simon task, and the Tower of London (TOL). Children's language proficiency in English and Spanish was measured with direct assessments. Results revealed no language group differences for simple inhibitory control (i.e. tasks that were more response-based in nature; GNG, HTKS), but the "bilingual advantage" was demonstrated for more complex inhibitory control (i.e. task that involved control of attention; Simon) and cognitive flexibility (DCCS). Bilinguals also demonstrated superior planning/problem-solving skills (TOL), an area with little prior research. Contrary to prior research, there was some evidence that DLLs had an advantage over monolinguals in interference control and cognitive flexibility. There was no evidence that EF mediated the relationship between language group and behavior problems. There was some evidence that the relationships between EF and behavior problems were stronger for balanced bilinguals compared to DLLs and monolinguals. Findings have important implications in light of the growing population of Spanish-English balanced bilinguals and DLLs in the U.S.
| Author | : Daehyun Kim |
| Publisher | : |
| Total Pages | : 232 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
The present study examined the role of cognitive flexibility as a mediator of the relationship between bilingualism and creativity. Other variables, such as cultural orientation (i.e., individualism vs. collectivism), multicultural experience, and second language acquisition age, were also included to comprehensively understand their associations with creativity. Cognitive flexibility received particular attention due to its mediating roles as a facilitator of the effects of bilingualism, cultural orientation, and multicultural experience on creativity. The mediation effect of cognitive flexibility was analyzed using a bootstrap method on a sample of 89 Korean-English bilingual college students (55 females and 34 males) in South Korea through an online survey. Findings suggest that bilingualism was not statistically associated with creativity but that cognitive flexibility had a mediation effect in the relationship between bilingualism and creativity (i.e., fluency, originality, and flexibility), indicating that the degree of bilingualism was significantly associated with creativity through cognitive flexibility. Also, cognitive flexibility played an important role in describing the relationship between multicultural experience and creativity (i.e., fluency and flexibility, but not originality). Bilingualism was the most predictive variable for cognitive flexibility. The role of bilingual ability on the development of creativity was discussed. Findings of this study provide teachers and educators with useful insights for encouraging bilingual abilities and multicultural experiences to nurture creative potential of students.
| Author | : Judith F. Kroll |
| Publisher | : Frontiers E-books |
| Total Pages | : 185 |
| Release | : |
| Genre | : |
| ISBN | : 2889191540 |
Research on bilingual language processing reveals an important role for control processes that enable bilinguals to negotiate the potential competition across their two languages. The requirement for control that enables bilinguals to speak the intended language and to switch between languages has also been suggested to confer a set of cognitive consequences for executive function that extend beyond language to domain general cognitive skills. Many recent studies have examined aspects of how cognitive control is manifest during bilingual language processing, how individual differences in cognitive resources influence second language learning and performance, and the range of cognitive tasks that appear to be influenced by bilingualism. However, not all studies demonstrate a bilingual advantage in all tasks that tap into cognitive control. Indeed, many questions are unanswered that are critical to our understanding of bilingual control: What aspects of cognitive control are enhanced for proficient bilinguals? How are individual differences in cognitive control related to language acquisition, proficiency, or professional translation skill? How does the language environment affect concurrent processing? How exactly does language control come about in tasks such as speech production, switching between languages, or translation? When and how does inhibitory processing support language control? The focus of this Research Topic is on executive control and bilingualism. The goal is to have a broad scope that includes all of these issues. We seek empirical contributions using different methodologies including behavioral, computational and neuroscience approaches. We also welcome theoretical contributions that provide detailed discussion of models or mechanisms that account for the relationship between bilingualism and cognitive control. We aim to provide a platform for new contributions that represent a state-of-the art overview of approaches to cognitive control in bilingualism. We hope that this Research Topic will enable the field to formulate more precise hypotheses and causal models on the relation between individual differences, cognitive control and bilingual language processing.
