The effects of short-term L2 training on components of executive control in Indian bilinguals

Rafeekh, Riya; Krishna, P. Phani; Kapiley, Keerthana; Mishra, Ramesh Kumar

doi:10.1007/s10339-021-01014-9

Cited by 4 publications

(1 citation statement)

References 60 publications

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“…Studies on the effects of L2 learning in an educational setting are scarce, with very few on EF and no study on ToM development. The former are mainly intervention studies that reported improved EF skills after short-term L2 learning (Bak, Long, Vega-Mendoza, & Sorace, 2016;Janus, Lee, Moreno, & Bialystok, 2016;Rafeekh, Krishna, Kapiley, & Mishra;Sullivan, Janus, Moreno, Astheimer, & Bialystok, 2014). For instance, Bak and colleagues (2016) found that a one-week Scottish Gaelic course improved attention switching in adults compared to a passive control group.…”

Section: Introductionmentioning

confidence: 99%

Second language learning at school enhances Theory of Mind skills

Agostini

Apperly

Krott

2022

Preprint

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Early learning of a second language at home has been found to be beneficial for children’s cognitive development, including their ability to ascribe mental states to others, also called Theory of Mind. We investigated whether later second language learning in an educational setting can accelerate children’s Theory of Mind development and whether the amount of exposure to second language education makes a difference. We tested three groups of monolingual four-five year old children with varying language exposure at the beginning of their first year at primary school and 24 weeks later. Children attending bilingual schools and children with weekly short second language lessons exhibited very similar accelerated Theory of Mind development compared to children without any second language provision. Theory of Mind advances were not related to other cognitive advances. Thus, limited foreign language teaching can boost young children’s social cognitive development, providing an enhanced basis for their social competence development.

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Section: Introductionmentioning

confidence: 99%

Second language learning at school enhances Theory of Mind skills

Agostini

Apperly

Krott

2022

Preprint

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Bilingual effect: the influence of L2 reading proficiency on cognitive control differences among young adult Chinese-English bilinguals

Xie

Chu

2022

Journal of Cognitive Psychology

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Scoping review of research practices in the investigation of bilingual effects on inhibition and attention in young people

Privitera

Weekes

2022

International Journal of Bilingualism

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Aims and objectives: The aim of this scoping review is to curate and summarize research methodologies used to assess the effects of bilingualism on inhibition and attention in young people. Methodology: The methodology of a scoping review was followed. Searches of the literature using inclusive search strings were conducted using PubMed, Scopus, Proquest, and PsyArXiv. Study selection followed the guidance of the PRISMA-ScR checklist with published and unpublished studies included. Data and analysis: Extracted data included study authors, year of publication, source format (e.g., journal article, thesis), country in which the study was conducted, sample size, average age of participants in the sample, language combination used by participants in the bilingual sample, task(s) used to assess inhibition, task(s) used to assess attention, and method used for data analysis. Findings and conclusions: Studies identified were disproportionately conducted in English-speaking (Western) language environments, based on bilingual samples who were proficient in English and a second language that was typically a related Indo-European language (e.g., English-Spanish). Tasks employed were most often aimed at measuring differences in inhibition compared with attention. Finally, almost all studies were limited to between group designs and fixed-effects analysis methods. Future research can be improved through inclusion of samples from a wider range of language backgrounds that is representative of more diverse language combinations, and underrepresented age groups. Furthermore, within participant mixed-effects analysis methods that account for the diversity of bilingual experience would strengthen the methodological rigor of future studies. Originality: This is the first scoping review focused on methods used to investigate bilingual effects in young people. Significance: We provide strong evidence that standard methods ignore nontrivial differences in bilingual experience. In addition, Westocentric sampling trends provide an incomplete and biased understanding of the true effects of bilingualism.

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The effects of short-term L2 training on components of executive control in Indian bilinguals

Cited by 4 publications

References 60 publications

Second language learning at school enhances Theory of Mind skills

Second language learning at school enhances Theory of Mind skills

Bilingual effect: the influence of L2 reading proficiency on cognitive control differences among young adult Chinese-English bilinguals

Scoping review of research practices in the investigation of bilingual effects on inhibition and attention in young people

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