The Joint Effect of Bilingualism and ADHD on Executive Functions

Mor, Billy; Yitzhaki-Amsalem, Sarin; Prior, Anat

doi:10.1177/1087054714527790

Cited by 48 publications

(55 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the global bilingual advantage (especially with regard to EF) does not persist among those with certain impairments or disorders e.g., ADHD (e.g., Boonstra, Oosterlaan, Sergeant & Buitelaar, ). In the Mor, Yitzhaki‐Amsalem and Prior () study, the lowest outcome performances for EF were observed among bilinguals with ADHD relative to monolinguals with or without ADHD and bilinguals without ADHD. These authors concluded that the combined effect of bilingualism and ADHD cannot improve EF deficits.…”

Section: Introductionmentioning

confidence: 88%

The role of executive functions in bilingual children with reading difficulties

Jalali-Moghadam

Kormi-Nouri

2015

Scandinavian J Psychology

View full text Add to dashboard Cite

To explore the joint effect of reading difficulties (RD) and bilingualism on executive functions, 190 children of four groups of 9-12 year-olds (41 bilinguals with RD, 45 monolinguals with RD, 45 bilinguals without RD, and 59 monolinguals without RD) were examined on the Concentration game, Tower of Hanoi, and Stroop as measures of executive functioning tapping into inhibitory/attentional control, working memory and planning ability. The most prominent finding was that in terms of RD, the speed of performances decreased dramatically. This general decrease was more pronounced for bilingual children with RD than for their monolingual counterparts. In conclusion, the findings suggest that while bilinguals gain more from executive functions in normal reading, they lose in terms of RD. Such an outcome confirms that executive functions are essential components of both reading and bilingualism, which depending on whether reading conditions are normal or difficult will produce cognitive advantages or disadvantages. Further, it is argued that dissimilarity between the Farsi and Swedish languages may complicate handling of such a situation.

show abstract

Section: Introductionmentioning

confidence: 88%

The role of executive functions in bilingual children with reading difficulties

Jalali-Moghadam

Kormi-Nouri

2015

Scandinavian J Psychology

View full text Add to dashboard Cite

show abstract

“…The Simon effect is calculated by subtracting the average reaction time or error rate on the congruent trials from the average reaction time or error rate on the incongruent trials. Some studies have shown a bilingual advantage in this or a similar task Martin-Rhee & Bialystok, 2008;Morales et al, 2013), but even more studies have yielded null results (Ansaldo et al, 2015;von Bastian et al, 2016;De Bruin et al, 2015;Gathercole et al, 2014;Kousaie & Phillips, 2012;Kousaie et al, 2014;Mor et al, 2014;Morton & Harper, 2007;Namazi & Thordardottir, 2010;Paap & Greenberg, 2013;.…”

Section: Tasks and Questionnairesmentioning

confidence: 99%

“…Indeed, there are studies indicating that compared to monolinguals, early bilinguals show an advantage on executive functions, thought to stem from life-long bilingual language use (e.g. Bak, Nissan, Allerhand, & Deary, 2014;Bialystok, 1999;Bialystok, Craik, Klein, & Viswanathan, 2004;Bialystok, Craik, & Luk, 2008;Bialystok, Craik, & Ryan, 2006;Bialystok & Majumder, 1998;Bialystok & Martin, 2004;Bialystok & Viswanathan, 2009;Calvo Gathercole et al, 2014;Hilchey & Klein, 2011;Kousaie & Phillips, 2012;Kousaie, Sheppard, Lemieux, Monetta, & Taler, 2014;Mor, Yitzhaki-Amsalem, & Prior, 2014;Paap & Greenberg, 2013;Ratiu & Azuma, 2015).…”

Section: Introductionmentioning

confidence: 99%

Relationship between language switching experience and executive functions in bilinguals: an Internet-based study

Jylkkä

Soveri

Wahlström

et al. 2017

Journal of Cognitive Psychology

View full text Add to dashboard Cite

We examined the relationship between self-reported everyday language switching experience and the performance of early bilinguals in tasks measuring different executive functions. Our participants were Finnish-Swedish early bilinguals, aged 16-41 years (N = 66, Experiment 1) and 18-69 years (N = 111, Experiment 2). An earlier study using a sample from a similar population discovered a negative relationship between self-reported language switching and a mixing cost in error rates in a number-letter task. This finding was not replicated. Instead, we found that a higher rate of reported contextual language switching predicted larger switching cost reaction times in the number-letter task, and that a higher rate of reported unintended language switches predicted larger error rates in a spatial n-back task. We conclude that these results likely reflect individual differences in executive skills, and do not provide evidence for the hypothesis that language switching trains executive functions. ARTICLE HISTORY ). On the other hand, many of the more recent studies suggest that the performance of bilinguals is equal to, or even weaker than, that of mono-

show abstract

“…Two studies to date have used a categorical approach to address the potential interaction between bilingualism and attention ability on EF in an adult population. In the first, Mor, Yitzhaki‐Amsalem and Prior () administered EF tasks to young adults from a university population who had been diagnosed with clinical ADHD or not and whom they classified as monolingual or bilingual. Their results showed the poorest performance among those who were classified as bilingual with ADHD.…”

Section: Introductionmentioning

confidence: 99%

“…In the stop signal task, in contrast, the bilinguals with ADHD were significantly more impaired than were participants in the other groups, consistent with the findings by Mor et al . () for trilinguals. Thus, the essential questions remain unanswered.…”

Section: Introductionmentioning

confidence: 99%

Interactions between levels of attention ability and levels of bilingualism in children's executive functioning

Sorge

Toplak

Bialystok

2016

Developmental Science

View full text Add to dashboard Cite

Attention difficulty is associated with poor performance on executive functioning (EF) tasks, yet EF is enhanced in bilingual children. However, no research to date has investigated the possible interaction between bilingualism and attention ability in children to determine the consequences for EF when both are present. We assessed a sample of typically-developing children who were 8- to 11-years old for their ability in attention control and level of bilingualism on the basis of questionnaires completed by parents and teachers. Children performed three tasks requiring aspects of EF: stop signal task (inhibition), flanker task (interference control), and frogs matrices task (spatial working memory). Results from hierarchical regressions confirmed that both attention ability and bilingualism contributed to performance on the EF tasks. Where interaction effects were significant, they showed that attention ability was a stronger predictor for an inhibition task, namely stop signal, and bilingualism a stronger predictor for an interference task, namely flanker. Furthermore, these results allow us to discuss the relation between EF and attention ability.

show abstract

The Joint Effect of Bilingualism and ADHD on Executive Functions

Abstract: Bilingualism might prove to be an added burden for adults with ADHD, leading to reduced EF abilities. Alternatively, the current findings might be ascribed to over- or under-diagnosis of ADHD due to cultural differences between groups. These issues should be pursued in future research.

Cited by 48 publications

References 55 publications

The role of executive functions in bilingual children with reading difficulties

The role of executive functions in bilingual children with reading difficulties

Relationship between language switching experience and executive functions in bilinguals: an Internet-based study

Interactions between levels of attention ability and levels of bilingualism in children's executive functioning

Contact Info

Product

Resources

About