2011
DOI: 10.3389/fpsyg.2011.00210
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Inhibition and Adjective Learning in Bilingual and Monolingual Children

Abstract: The ability to control attention – by inhibiting pre-potent, yet no longer relevant information – is an essential skill in all of human learning, and increasing evidence suggests that this ability is enhanced in language learning environments in which the learner is managing and using more than one language. One question waiting to be addressed is whether such efficient attentional control plays a role in word learning. That is, children who must manage two languages also must manage to learn two languages and… Show more

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Cited by 99 publications
(134 citation statements)
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References 137 publications
(178 reference statements)
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“…Bilingual children scored better on the Simon Task, which measures attention processes, and had fewer errors on all components of the Attentional Network Test, which measures preparedness for processing, response to oriented cues, and interference of coping demands (Martin-Rhee & Bialystok, 2008;Nicolay & Poncelet, 2013;Yoshida, Tran, Benitzez, & Kuwabara, 2011). Additionally, bilingual children were faster at tasks requiring attentional control and had shorter reaction times on the Test of Attentional Performance and on Continuous Performance Tasks, suggesting that both selective and sustained attention is enhanced through bilingualism (de Abreu et al, 2012;Nicolay & Poncelet, 2013;Videsott, Della Rosa, Wiater, Franceschini, & Abutalebi, 2012;Yoshida, Tran, Benitzez, & Kuwabara, 2011 Information processing and cognitive flexibility Bilingual children perform better than monolingual children on tasks such as the Trail Making Task, Global Local Task, and Go/No Go Task that require the ability to successfully manage conflicting demands (Bialystok, 2010;de Abreu, Cruz-Santos, Tourinho, Martin, & Bialystok, 2012). In addition to better scores, bilingual children complete these tasks more quickly, suggesting that bilingualism confers an advantage in information processing (Bialystok, 2010;de Abreu et al, 2012).…”
Section: Attentional Controlmentioning
confidence: 99%
“…Bilingual children scored better on the Simon Task, which measures attention processes, and had fewer errors on all components of the Attentional Network Test, which measures preparedness for processing, response to oriented cues, and interference of coping demands (Martin-Rhee & Bialystok, 2008;Nicolay & Poncelet, 2013;Yoshida, Tran, Benitzez, & Kuwabara, 2011). Additionally, bilingual children were faster at tasks requiring attentional control and had shorter reaction times on the Test of Attentional Performance and on Continuous Performance Tasks, suggesting that both selective and sustained attention is enhanced through bilingualism (de Abreu et al, 2012;Nicolay & Poncelet, 2013;Videsott, Della Rosa, Wiater, Franceschini, & Abutalebi, 2012;Yoshida, Tran, Benitzez, & Kuwabara, 2011 Information processing and cognitive flexibility Bilingual children perform better than monolingual children on tasks such as the Trail Making Task, Global Local Task, and Go/No Go Task that require the ability to successfully manage conflicting demands (Bialystok, 2010;de Abreu, Cruz-Santos, Tourinho, Martin, & Bialystok, 2012). In addition to better scores, bilingual children complete these tasks more quickly, suggesting that bilingualism confers an advantage in information processing (Bialystok, 2010;de Abreu et al, 2012).…”
Section: Attentional Controlmentioning
confidence: 99%
“…Lexical competition has also been proposed to play an important role in word learning in children and adults (MacWhinney, 1989; McMurray, Horst, & Samuelson, 2012; Merriman, 1999), and is a central mechanism assumed by models of cross-situational word-referent learning (Frank, Goodman, & Tenenbaum, 2009; Kachergis, Yu, & Shiffrin, 2012; Regier, 2005; Siskind, 1996; Smith, Smith, & Blythe, 2011; Yu & Ballard, 2007). Although there is direct evidence of competition in lexical access (Allopenna et al, 1998; Howard, Coltheart, & Cole-Virtue, 2006; Oppenheim, Dell, & Schwartz, 2010), sentence comprehension (Bates & MacWhinney, 1989; Elman, Hare, & McRae, 2005; McRae, Spivey-Knowlton, & Tanenhaus, 1998), and in on-line word-referent disambiguation in children (e.g., Halberda, 2006; Horst, Scott, & Pollard, 2010; Markman, 1990; Merriman, Bowman, & MacWhinney, 1989; Swingley & Aslin, 2007; Yoshida, Tran, Benitez, & Kuwabara, 2011), there is no direct evidence for competition in cross-situational word-referent learning. Here we seek that evidence in the test of one common assumption about how that competition works: individual word-referent associations directly inhibit the pairing of other words with that referent.…”
mentioning
confidence: 99%
“…Second, there have been mixed reports in the literature that experiences with multiple languages may alter proficiency in cross-situational word learning tasks (Escudero, Mulak, & Vlach, 2015; Poepsel & Weiss, submitted). However, in other task contexts, the evidence has been more consistent: experience with multiple languages has been shown to affect word learning (Brojde, Ahmed, and Colunga, 2012; Byer-Heinlein & Werker, 2009; Kaushanskaya & Marian, 2009; Yoshida et al, 2011), statistical learning (Bartolotti, Marian, Schroeder, & Shook, 2012; Wang & Saffran, 2014), and the resolution of competition during high conflict tasks (Adesope, Lavin, Thompson, & Unglrleider, 2010; Hilchey & Klein, 2011; Kroll & Bialystok, 2013; Valian, 2015). Thus, previous language learning experience is a factor that could affect how competition between word-referent pairings is resolved, a finding that would implicate individual history-malleable effects on competitive processes.…”
mentioning
confidence: 99%
“…A melhora cognitiva entre crianças pré-escolares expostas precocemente ao bilinguismo (KOVACS;MEHLER, 2009,) (POULIN-DUBOIS et al, 2011) ( YOSHIDA et al , 2011), (ANTES ;MACWHINNEY de 2010 ).…”
Section: Introductionunclassified