Bilingualism, Demographics, and Cognitive Control: A Within-Group Approach

Xie, Zhilong; Zhou, Shaoying

doi:10.3389/fpsyg.2020.00094

Cited by 10 publications

(6 citation statements)

References 64 publications

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“…949. For participants’ SES , we followed previous literature ( Wermelinger et al, 2017 ; Xie and Zhou, 2020 ) by adopting their parental education (1–7) as an approximate indicator. Finally, we used the reading comprehension section from HSK – Hanyu Shuiping Kaoshi level 4 sample tests (we used level 4 because our participants reported to have approximately intermediate level prior to the test) as the Chinese Reading Comprehension Test .…”

Section: Methodsmentioning

confidence: 99%

Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension

et al. 2021

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The study investigates whether learners’ demographics (e.g., age, education, and intelligence-IQ), language learning experience, and cognitive control predict Chinese (L2) reading comprehension in young adults. Thirty-four international students who studied mandarin Chinese in mainland China (10 females, 24 males) from Bangladesh, Burundi, Congo, Madagascar, Nigeria, Rwanda, South Africa, and Zimbabwe were tested on a series of measures including demographic questionnaires, IQ test, two cognitive control tasks [Flanker Task measuring inhibition and Wisconsin Card Sorting Test (WCST) measuring mental set shifting], and a Chinese reading comprehension test (HSK level 4). The results of correlation analyses showed that education, L2 learning history, L2 proficiency, and previous category errors of the WCST were significantly correlated with Chinese reading comprehension. Further multiple regression analyses indicated that Chinese learning history, IQ, and previous category errors of the WCST significantly predicted Chinese reading comprehension. These findings reveal that aside from IQ and the time spent on L2 learning, the component mental set shifting of cognitive control also predicts reading outcomes, which suggests that cognitive control has a place in reading comprehension models over and above traditional predictors of language learning experience.

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Section: Methodsmentioning

confidence: 99%

Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension

et al. 2021

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“…Socioeconomic status has been reported to modulate cognitive control among bilinguals (Segretin et al, 2014;Valian, 2015;Xie & Pisano, 2019;Xie & Zhou, 2020). For the present study, as our participants were college students, not professional workers, we adopted parental education level as an approximate indicator of SES, in accordance with previous literature (Wermelinger et al, 2017;Xie & Pisano, 2019).…”

Section: Sesmentioning

confidence: 99%

Differential impacts of natural L2 immersion and intensive classroom L2 training on cognitive control

Xie

Antolovic

2021

Quarterly Journal of Experimental Psychology

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The relationship between bilingualism and cognitive control has been controversial. We believe that the discrepant findings are likely driven by the complexities of the bilingual experience, which is consistent with the Adaptive Control Hypothesis. The current study investigates whether the natural language immersion experience and the classroom intensive language training experience have differential impacts on cognitive control. Among unbalanced Chinese-English bilingual students, a natural L2 (second language) immersion group, an L2 public speaking training group, and a control bilingual group without immersion or training experience were compared on their cognitive control abilities, with the participants’ demographic factors strictly controlled. The results showed that the L2 immersion group and the L2 speaking group had faster speed than the control group in the Flanker task, whereas the L2 immersion group had fewer errors than the other two groups in the Wisconsin Card Sorting Test (WCST). These results generally provide evidence in favor of the Adaptive Control Hypothesis, specifying that natural L2 immersion and L2 public speaking training experiences are distinctively related to cognitive control. The current study is the first of its kind to link specific bilingual experiences (natural L2 immersion vs. intensive L2 public speaking) with different components of cognitive control.

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“…10.3389/fnbeh.2022.976155 (Xie and Zhou, 2020). Therefore, those demographic features of our participants were also collected.…”

Section: Socio-economic Statusmentioning

confidence: 99%

The influence of cognitive control on the processing of L2 garden path sentence among Chinese–English bilinguals

Xie

Zeng²,

Zhou³

et al. 2022

Front. Behav. Neurosci.

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Few studies have examined the role of cognitive control in processing ambiguity, let alone the roles of different components of cognitive control. In the current study, the English (L2) Sentence Processing Task and a series of cognitive control tasks were administered among 111 young adult Chinese–English bilinguals to investigate the influence of different components of cognitive control on garden path sentence comprehension, with other factors such as age, socio-economic status, and language proficiency strictly matched. Data analysis results showed a significant garden path effect on response times (RTs) and accuracy among all the participants. The results of independent t-test analyses revealed that the high working memory (WM) group was faster in ambiguity resolution, and so was the high monitoring group. However, there were no differences between the high and low inhibition and shifting groups in ambiguity resolution. These findings reveal that only certain aspects of cognitive control influence garden path sentence comprehension.

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Bilingualism, Demographics, and Cognitive Control: A Within-Group Approach

Cited by 10 publications

References 64 publications

Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension

Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension

Differential impacts of natural L2 immersion and intensive classroom L2 training on cognitive control

The influence of cognitive control on the processing of L2 garden path sentence among Chinese–English bilinguals

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