A bilingual advantage in controlling language interference during sentence comprehension

Filippi, Roberto; Leech, Robert; Thomas, Michael S. C.; Green, David W.; Dick, Frederic

doi:10.1017/s1366728911000708

Cited by 50 publications

(68 citation statements)

References 48 publications

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“…Further research studies by Kushalangar, Hannay, and Hernandez (2010), Soveri, Laine, Hämäläinen, and Hugdahl (2011), Marzecová, Asanowicz, Krivá, and Wodniecka (2013), Prior and Macwhinney (2010), Filippi, Leech, Thomas, Green, and Dick (2012), and Hernández, Costa, Fuentes, Vivas, and Sebastián-Gallés (2010) suggested that bilingualism had a positive relationship with executive functions in the domain of cognitive control among late bilinguals.…”

Section: Introductionmentioning

confidence: 95%

The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

Sehic¹

2017

ELT

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The purpose of this sequential explanatory mixed-methods case study was to investigate the effects of English language learning on creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. Unlike the previous research studies that investigated the links between English language learning and cognitive skills and had large numbers of participants, this research study relied on small group of participants to provide detailed information about the effects of English language learning on their creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. This study involved the collection of quantitative data at the pretest and posttest stages and the explanation of the quantitative data using qualitative data. The quantitative findings of this sequential explanatory mixed-method case study indicated that there were no statistically significant differences between the pretest and posttest results in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test.

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Section: Introductionmentioning

confidence: 95%

The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

Sehic¹

2017

ELT

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“…Most studies investigated executive functions using nonlinguistic tasks. According to Filippi et al (2012), few studies have considered the performance of bilinguals in tasks with linguistic stimuli. For the purpose of this paper, we review only the studies with linguistic and auditory stimuli (which are pertinent in comparison to the task used in the present study).…”

Section: Studies With Linguistic Tasksmentioning

confidence: 99%

“…Studies show that bilinguals may have advantage over monolinguals in tasks with linguistic stimuli (BLUMENFELD; MARIAN, 2011;FILIPPI et al, 2012). The advantage is shown in tasks in which interference must be suppressed for successful processing of the target stimulus.…”

Section: Studies With Linguistic Tasksmentioning

confidence: 99%

“…The bilingual advantage has been robustly identified in studies with nonlinguistic tasks; but there is a lack of studies that identify the positive effects of bilingualism in linguistic tasks, especially in tasks that investigate executive functions and auditory comprehension (FILIPPI et al, 2012). The bilingual advantage has been identified in tasks in which competing auditory stimuli has to be suppressed for successful comprehension of target stimuli.…”

Section: Introductionmentioning

confidence: 99%

“…The other task, in turn, was aimed at investigating linguistic abilities, the Sentence Comprehension Task (SCT). It is based on Filippi et al (2012), who developed the linguistic task with auditory stimuli. We evaluated the response times (RTs) and the accuracy of bilinguals, multilinguals and monolinguals in these tasks.…”

Section: Introductionmentioning

confidence: 99%

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Os efeitos do bilinguismo e do multilinguismo nas funções executivas

Limberger

Buchweitz

2014

Fórum Linguist.

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RESUMO: Pesquisas têm constatado que bilíngues e multilíngues tem desempenho superior em comparação com monolíngues em tarefas não linguísticas que envolvem processamento executivo. Contudo, os estudos sobre vantagem bilíngue ou multilíngue em tarefas linguísticas são mais escassos, e os resultados, menos consensuais. No Brasil, os benefícios das funções executivas no bilinguismo não têm sido consistentemente identificados nas populações bilíngues, sobretudo nos falantes da língua minoritária Hunsrückisch (uma variedade da língua alemã RESUMEN: Investigaciones encontraron que bilingües y multilingües tienen un rendimiento superior en comparación a monolingües en tareas no lingüísticas de procesamiento ejecutivo. No obstante, las investigaciones sobre ventaja bilingüe y multilingüe en tareas lingüísticas son más escasas y los resultados son menos consensuales. En Brasil, los beneficios del bilingüismo en las funciones ejecutivas no se encuentran efectivamente, incluso en los hablantes de la lengua minoritaria Hunsrückisch (una variedad de la lengua alemana). El objetivo general de esta investigación es buscar el rendimiento de adultos bilingües y multilingües hablantes de Hunsrückisch en una tarea no lingüística, la Attentional Network Task y en otra lingüística, la Tarea de Comprensión de Frases, y compararlos con monolingües. Los resultados demuestran que los multilingües hicieron más rápido la tarea no lingüística que los monolingües. Parte de los resultados de la otra tarea enseñan que los monolingües tuvieran más facilidad de inhibir la interferencia lingüística. PALABRAS CLAVE: Bilingüismo; Multilingüismo; Procesamiento ejecutivo; Lenguas minoritarias.ABSTRACT: Studies have shown that bilinguals and multilinguals have superior performance compared to monolinguals in nonlinguistic tasks that tap into executive functioning. However, studies of bilingual and multilingual advantages in linguistic tasks are fewer and the results are less consensual. In Brazil, the positive effects of executive functions in bilingualism have not been consistently identified in the bilingual populations, especially in speakers of the minority language Hunsrückisch (a German dialect). The main goal of this study was to investigate the performance of bilinguals and multilinguals speakers of Hunsrückisch compared to monolinguals in a nonlinguistic task, the Attentional Network Task, and in a linguistic task, the Sentence Comprehension Task. The results show that multilinguals were faster in comparison to monolinguals in the nonlinguistic task. The results for the linguistic task, in turn, show that the monolinguals had more facility to inhibiting the linguistic interference.

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