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http://hdl.handle.net/2445/53948
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DC Field | Value | Language |
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dc.contributor.author | Festman, Julia | - |
dc.contributor.author | Rodríguez Fornells, Antoni | - |
dc.contributor.author | Münte, Thomas F. | - |
dc.date.accessioned | 2014-05-09T18:20:32Z | - |
dc.date.available | 2014-05-09T18:20:32Z | - |
dc.date.issued | 2010 | - |
dc.identifier.issn | 1744-9081 | - |
dc.identifier.uri | http://hdl.handle.net/2445/53948 | - |
dc.description.abstract | Background: Recent research based on comparisons between bilinguals and monolinguals postulates that bilingualism enhances cognitive control functions, because the parallel activation of languages necessitates control of interference. In a novel approach we investigated two groups of bilinguals, distinguished by their susceptibility to cross-language interference, asking whether bilinguals with strong language control abilities ('non-switchers") have an advantage in executive functions (inhibition of irrelevant information, problem solving, planning efficiency, generative fluency and self-monitoring) compared to those bilinguals showing weaker language control abilities ('switchers"). Methods: 29 late bilinguals (21 women) were evaluated using various cognitive control neuropsychological tests [e.g., Tower of Hanoi, Ruff Figural Fluency Task, Divided Attention, Go/noGo] tapping executive functions as well as four subtests of the Wechsler Adult Intelligence Scale. The analysis involved t-tests (two independent samples). Non-switchers (n = 16) were distinguished from switchers (n = 13) by their performance observed in a bilingual picture-naming task. Results: The non-switcher group demonstrated a better performance on the Tower of Hanoi and Ruff Figural Fluency task, faster reaction time in a Go/noGo and Divided Attention task, and produced significantly fewer errors in the Tower of Hanoi, Go/noGo, and Divided Attention tasks when compared to the switchers. Non-switchers performed significantly better on two verbal subtests of the Wechsler Adult Intelligence Scale (Information and Similarity), but not on the Performance subtests (Picture Completion, Block Design). Conclusions: The present results suggest that bilinguals with stronger language control have indeed a cognitive advantage in the administered tests involving executive functions, in particular inhibition, self-monitoring, problem solving, and generative fluency, and in two of the intelligence tests. What remains unclear is the direction of the relationship between executive functions and language control abilities. | - |
dc.format.extent | 12 p. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | BioMed Central | - |
dc.relation.isformatof | Reproducció del document publicat a: http://dx.doi.org/10.1186/1744-9081-6-5; http://www.behavioralandbrainfunctions.com/content/6/1/5 | - |
dc.relation.ispartof | Behavioral and Brain Functions, 2010, vol. 6, num. 5, p. 1-12 | - |
dc.relation.uri | http://dx.doi.org/10.1186/1744-9081-6-5; | - |
dc.rights | cc-by (c) Festman, J. et al., 2010 | - |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es | - |
dc.source | Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació) | - |
dc.subject.classification | Diferències individuals | - |
dc.subject.classification | Llenguatge i llengües | - |
dc.subject.classification | Psicologia cognitiva | - |
dc.subject.other | Individual differences | - |
dc.subject.other | Language and languages | - |
dc.subject.other | Cognitive psychology | - |
dc.title | Individual differences in control of language interference in late bilinguals are mainly related to general executive abilities | - |
dc.type | info:eu-repo/semantics/article | - |
dc.type | info:eu-repo/semantics/publishedVersion | - |
dc.identifier.idgrec | 578099 | - |
dc.date.updated | 2014-05-09T18:20:32Z | - |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.pmid | 20180956 | - |
Appears in Collections: | Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació) |
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