Cognitive Advantages and Disadvantages in Early and Late Bilinguals

Autor/inn/en	Pelham, Sabra D.; Abrams, Lise
Titel	Cognitive Advantages and Disadvantages in Early and Late Bilinguals
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 40 (2014) 2, S.313-325 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0035224
Schlagwörter	Experimental Psychology; Bilingualism; Age Differences; Monolingualism; English; Spanish Speaking; Naming; Pictorial Stimuli; Cognitive Ability; Executive Function; Hypothesis Testing; Language Usage; Neurological Organization; Developmental Stages; Graduate Students; Undergraduate Students; Grade Point Average; Educational Attainment; Language Acquisition; Second Language Learning; Statistical Analysis; Comparative Analysis; Questionnaires; Florida + Suchen Sie Ihr Suchwort? Experimentelle Psychologie; Bilingualismus; Age; Difference; Age difference; Altersunterschied; English language; Englisch; Fantasieanregung; Denkfähigkeit; Hypothesenprüfung; Hypothesentest; Sprachgebrauch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsabschluss; Bildungsgut; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Statistische Analyse; Fragebogen
Abstract	Previous research has documented advantages and disadvantages of early bilinguals, defined as learning a 2nd language by school age and using both languages since that time. Relative to monolinguals, early bilinguals manifest deficits in lexical access but benefits in executive function. We investigated whether becoming bilingual "after" childhood (late bilinguals) can produce the cognitive advantages and disadvantages typical of early bilinguals. Participants were 30 monolingual English speakers, 30 late English-Spanish bilinguals, and 30 early Spanish-English bilinguals who completed a picture naming task (lexical access) and an attentional network task (executive function). Late and early bilinguals manifested equivalent cognitive effects in both tasks, demonstrating lexical access deficits and executive function benefits. These findings provide support for the hypothesis that cognitive effects associated with bilingualism arise as the result of proficient, habitual use of 2 languages and not of developmental changes associated with becoming bilingual during childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01