“…With a few exceptions that remained largely ignored (Arsenian, 1937; Hill, 1936; Pintner & Arsenian, 1937; Stark, 1940), the majority of early studies on bilingualism in children reported superior performance in monolingual children (review in Barac & Bialystok, 2011). This monolingual advantage was found on a range of tasks such as IQ tests (Graham, 1925; Jones & Stewart, 1951; Lewis, 1959; Saer, 1923; Wang, 1926), verbal intelligence (Darcy, 1953) arithmetic and reading achievement (Macnamara, 1966; Manuel, 1935). …”