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effects of language proficiency and task type on executive function and working memory performance in bilingual adults
Title
The effects of language proficiency and task type on executive function and working memory performance in bilingual adults.
Creator
Lalwani, Laxmi N., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Research shows that bilingualism confers substantial cognitive benefits in children and the elderly. Bilingual advantages on nonverbal working memory, updating, shifting and inhibition tasks are widely reported. However, advantages are not always observed in young adults. These disparities may be due to varied proficiency levels and task types (verbal versus nonverbal) administered. This study sought to detect bilingual performance advantages on executive function and working memory tasks ...
Show moreResearch shows that bilingualism confers substantial cognitive benefits in children and the elderly. Bilingual advantages on nonverbal working memory, updating, shifting and inhibition tasks are widely reported. However, advantages are not always observed in young adults. These disparities may be due to varied proficiency levels and task types (verbal versus nonverbal) administered. This study sought to detect bilingual performance advantages on executive function and working memory tasks (verbal and nonverbal working memory, updating, shifting and inhibition tasks) between groups of 37 high and 37 low proficiency Spanish-English bilingual and 40 English monolingual young adults. ... Young adulthood may represent a lull during which bilingualism does not confer cognitive advantages for functions examined.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3358602
Subject Headings
Bilingualism, Psychological aspects, Psycholinguistics, Cognition, Memory, Cognitive psychology
Format
Document (PDF)
Electrophysiological Correlates of Emotion Word Processing in Spanish-English Bilinguals
Title
Electrophysiological Correlates of Emotion Word Processing in Spanish-English Bilinguals.
Creator
Vélez-Uribe, Idaly, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
An EEG experiment was design to test the influence of level of proficiency on processing of emotion content between languages in a sample of Spanish-English bilinguals divided by proficiency levels between two groups of bilinguals, one group of balanced (n=23) and another of unbalanced bilinguals (n=26). The participants rated words in three categories (negative, neutral, and positive) in terms of emotional valence in English and Spanish while EEG was recorded. Event-related potentials were...
Show moreAn EEG experiment was design to test the influence of level of proficiency on processing of emotion content between languages in a sample of Spanish-English bilinguals divided by proficiency levels between two groups of bilinguals, one group of balanced (n=23) and another of unbalanced bilinguals (n=26). The participants rated words in three categories (negative, neutral, and positive) in terms of emotional valence in English and Spanish while EEG was recorded. Event-related potentials were calculated for two components related to emotion processing: the early posterior negativity (EPN) and the late positive complex LPC. 2 (Bilingual group) x 2 (language) x 3 (valence) x 3 (electrode) analyses were conducted on each component, separately for latency and amplitude. The results for the EPN latency indicated a marginally significant valence effect, with emotion words presenting shorter latencies than neutral words across conditions indicating a processing advantage of emotion content in both languages. The EPN amplitude also reflected the effect of valence, with larger amplitudes both emotion categories than for neutral words. The overall EPN amplitude was larger in Spanish than in English for both bilingual groups across valence categories. The LPC latency was longer in English than in Spanish for both bilingual groups, possibly related to Spanish being identified as native language in most of the sample. The LPC amplitude was larger for negative than for emotion than for neutral words for both groups in English and in Spanish for the Balanced group. The Unbalanced group, however, presented larger for positive than for neutral, and for neutral than for negative words. These results suggest that the Balanced and Unbalanced groups process emotion content similarly in English, but differently in Spanish. The Valence effects were consistent across languages for the Balanced group, but not for the Unbalanced group which might reflect an attenuation of the valence effect for negative words in Spanish for this group, and could indicate weaker emotional reactivity to negative words in the less proficient language.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00013104
Subject Headings
Bilingualism, Language and emotions., Electroencephalography.
Format
Document (PDF)
False recognition driven by meaning and form
Title
False recognition driven by meaning and form: the dynamics of bilingual memory representations.
Creator
Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Activation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to...
Show moreActivation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to words studied in the other language was an indication of these effects. This study further investigated whether false recognition based on meaning and/or form is modulated by bilingual language proficiency.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362571
Subject Headings
Psycholinguistics, Language and languages, Psychological aspects, Bilingualism, Psychological aspects, Learning, Psychology of, Recollection (Psychology)
Format
Document (PDF)
Influence of bilingualism on simple arithmetic
Title
Influence of bilingualism on simple arithmetic.
Creator
Nishat, Towhid, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
It has been widely hypothesized that while doing arithmetic, individuals use two distinct routes for phonological output. A direct route is used for exact arithmetic which is language dependent, while an indirect route is used during arithmetic approximation and thought to be language independent. The arithmetic double route has been incorporated on the triple- code model that consists of visual arabic code for identifying strings of digits, magnitude code for knowledge in numeral quantities,...
Show moreIt has been widely hypothesized that while doing arithmetic, individuals use two distinct routes for phonological output. A direct route is used for exact arithmetic which is language dependent, while an indirect route is used during arithmetic approximation and thought to be language independent. The arithmetic double route has been incorporated on the triple- code model that consists of visual arabic code for identifying strings of digits, magnitude code for knowledge in numeral quantities, and verbal code for rote arithmetic fact. Our goal is to investigate whether language experience has an effect on the processing of exact/approximation math using bilingual participants who have access to two languages, using a theoretical arithmetic processing model, which has been validated across many studies. We have measured the two groups (monolinguals/bilinguals) processing speed for completing the two tasks (Exact/Approximation) in two codes (Arabic digit/Verbal). We hypothesized a faster reaction time in exact arithmetic task in compared to approximation in accordance with the triple-code model. We alsoexpected a main effect for the task (Exact vs.Approximation) independent of the input code when the stimulus was presented in either Arabic digit and/or verbal codes. Our results show exact arithmetic is faster than approximation of arithmetic facts in all codes supporting earlier theories. Also, there was no significant difference in processing speed between monolinguals and bilinguals when performing the arithmetic task in either Arabic and/or verbal codes. In addition, our investigation suggests a modification to the triple-code model when interpreting arithmetic facts in verbal code due to interference of two languages with bilingual participants. Additions to the model can be suggested when the stimulus is expressed in verbal code for visual identification, which may cause interference in bilinguals leading to a first language advantage due to language experience.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004394
Subject Headings
Bilingualism, Computational complexity, Mathematical analysis, Mathematics -- Study and teaching (Elementary), Switching theory
Format
Document (PDF)
Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals
Title
Phonological memory and the development of vocabulary and grammar in young Spanish-English bilinguals.
Creator
Parra, Marisol., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and...
Show moreThis study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and Spanish versions for the MacArthur-Bates Communicative Development Inventories. Nonword repetition accuracy was significantly related to both subsequent vocabulary size and grammatical complexity within and across languages after controlling for the percentage of input in English. The relations were not significantly higher within than between languages. The results suggest that in these young Spanish-English simultaneous bilinguals phonological memory is a language-general ability that contributes to the development of vocabulary and grammar in both English and Spanish.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/1927606
Subject Headings
Language and languages, Physiological aspects, Bilingualism, Second language acquisition, Learning, Psychology of
Format
Document (PDF)
The Contribution of Bilingualism to Cognitive Functioning and Biological Markers in the Progression of Normal and Abnormal Aging
Title
The Contribution of Bilingualism to Cognitive Functioning and Biological Markers in the Progression of Normal and Abnormal Aging.
Creator
Torres Solano, Valeria Lucia, Rosselli, Monica, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description
Controversy surrounds the idea that bilingualism leads to enhanced executive function (EF) and brain volume changes, potentially leading to delays in cognitive decline and dementia onset. The purpose of this research was to explore these claims in a sample of elderly monolinguals and bilinguals. This study explored gray matter volume (GMV) in 214 monolinguals and bilinguals (Mage = 71.21, SD = 7.53) who were cognitively normal (CN) or diagnosed with Mild Cognitive Impairment (MCI) or dementia...
Show moreControversy surrounds the idea that bilingualism leads to enhanced executive function (EF) and brain volume changes, potentially leading to delays in cognitive decline and dementia onset. The purpose of this research was to explore these claims in a sample of elderly monolinguals and bilinguals. This study explored gray matter volume (GMV) in 214 monolinguals and bilinguals (Mage = 71.21, SD = 7.53) who were cognitively normal (CN) or diagnosed with Mild Cognitive Impairment (MCI) or dementia. Neuropsychological performance was also examined between CN and MCI monolinguals and bilinguals (N = 153) across two visits. Scores from the Digit Span Backwards, Stroop interference, Trail Making Test A minus Trail Making Test B, and category fluency average scores were used. Magnetic Resonance Imaging (MRI) brain regions associated with memory, language, and EF were selected. Additionally, the study examined how a Bilingualism Index (BI) and the age of acquisition of English could predict GMV and EF in Spanish/English bilinguals whose native language was Spanish. Lastly, the initial age of cognitive decline across language groups was compared. Results suggested higher GMV in language and EF regions in bilinguals, but differences were not found in memory regions. Furthermore, neuropsychological performance over time did not vary across language groups; however, bilinguals exhibited reduced Stroop interference as well as lower scores on Digit Span Backwards and category fluency. The age of acquisition of English did not predict GMV or EF scores, while the BI predicted category fluency, with lower scores associated with a higher degree of balanced bilingualism. Overall, the influence of bilingualism appears to be reflected in increased GMV in specific language and EF regions relative to neuropsychological performance.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013497
Subject Headings
Bilingualism, Cognition, Aging, Gray Matter, Neuropsychological Tests, Executive Function
Format
Document (PDF)
The effects of gesturing, blocked order, and incremental presentation in foreign language learning
Title
The effects of gesturing, blocked order, and incremental presentation in foreign language learning.
Creator
Chin, Simone L., Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Research in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented...
Show moreResearch in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented consecutively. Third, participants were instructed to gesture the actions of the verbs within sentences. All three methods were predicted to increase the likelihood of learning the grammar form of sentences through guiding adults’ attention to fewer components of language input at a time. In Experiment 1, 82 English native speakers played an adventure videogame designed for the learning of French vocabulary and grammar of French sentences for two one-hour sessions. All three methods were incorporated in the lessons portion of the game resulting in a 2(incremental vs. full sentence) X 2(blocked vs. unblocked order) X 2(gesture vs. no gesture) between subjects design. The results from Experiment 1 revealed a) more nouns were acquired than verbs and b) a trend that the incremental conditions performed worse than the full sentence conditions on the grammar measures. In Experiment 2, 110 adult learners played the French videogame, but only the blocked presentation and gesture imitation methods were incorporated in the lessons portion (omitting the method of incremental presentation). The results from Experiment 2 revealed a) conditions with either method of blocked presentation or gesturing performed better on vocabulary and grammar measures than the unblocked non-gesture condition, and b) the combination of blocked presentation and gesturing led to better learning of inductive grammar than either method alone. The outcome of the study suggests gesturing and blocked order teaching methods that encourage adults to attend to a few but important components within a sentence are advantageous in learning the grammar of a foreign language.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004186, http://purl.flvc.org/fau/fd/FA00004186
Subject Headings
Bilingualism, Biolinguistics, Cognitive grammar, Language and languages -- Study and teaching, Nonverbal communication, Second language acquisition -- Methodology
Format
Document (PDF)
THE INFLUENCE OF MUSICAL TRAINING AND BILINGUALISM ON EXECUTIVE FUNCTION: AN ERP STUDY
Title
THE INFLUENCE OF MUSICAL TRAINING AND BILINGUALISM ON EXECUTIVE FUNCTION: AN ERP STUDY.
Creator
Lang, Merike K., Rosselli, Mónica, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description
The purpose of this study was to determine if there is an influence of bilingualism as well as musical experience and training on performance during tasks of executive function using electrophysiological (EEG) measures. The aims included: 1) analyzing differences across groups of bilinguals, monolinguals, bilingual musicians, and monolingual non-musicians on executive function tasks in their performance as well as in their corresponding event-related potentials (ERPs) to evaluate the effects...
Show moreThe purpose of this study was to determine if there is an influence of bilingualism as well as musical experience and training on performance during tasks of executive function using electrophysiological (EEG) measures. The aims included: 1) analyzing differences across groups of bilinguals, monolinguals, bilingual musicians, and monolingual non-musicians on executive function tasks in their performance as well as in their corresponding event-related potentials (ERPs) to evaluate the effects of experience-dependent neuroplasticity, and 2) correlating the ERP measures during executive function tasks with measures of bilingualism and musical training. We used three questionnaires to determine the level of bilingualism, years of instrument use, and musical experience, which were provided online in the first phase of the study through Qualtrics. For the second in-person testing phase of the study, three cognitive tasks that measured stimulus evaluation and working memory (Oddball), response inhibition (Go/No-Go), and cognitive flexibility (Wisconsin Card Sorting Test; WCST) were administered. Also, three behavioral tasks: Digit Span, Short Term Visual Memory Binding, and Corsi block tapping test assessed differences in working memory across the groups. Latency differences were observed for bilingual musicians in Standard trials at frontal electrodes, and faster reaction times to Deviant stimuli were observed in bilingual musicians compared to bilinguals, with no other significant results in response inhibition and cognitive flexibility. Therefore, this study demonstrated that musical experience may influence an individual’s speed in performing a task that uses working memory and stimulus evaluation of unexpected stimuli, as well as in their cognitive efficiency of updating as reflected by earlier peaks in the P300 ERP component.
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Date Issued
2022
PURL
http://purl.flvc.org/fau/fd/FA00013951
Subject Headings
Executive Function, Bilingualism, Music--Instruction and study
Format
Document (PDF)