Cross-Language Recall Abilities in Balanced Bilinguals: An Exploratory Study

Autor/inn/en	Mahajani, Urvi Shantanu; Karathiya, Rinku; B. P, Abhishek
Titel	Cross-Language Recall Abilities in Balanced Bilinguals: An Exploratory Study
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 6, S.2135-2142 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahajani, Urvi Shantanu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-09994-9
Schlagwörter	Recall (Psychology); Bilingualism; Native Language; Second Language Learning; Cognitive Processes + Suchen Sie Ihr Suchwort? Abberufung; Bilingualismus; Zweitsprachenerwerb; Cognitive process; Kognitiver Prozess
Abstract	Recall deals with the encoding, storage, and retrieval of information. Bilinguals have greater flexibility for recall as the person will have multiple language choices to come out with the target word. In other words, a bilingual will have more lexical choices to retrieve the target word. The current study investigates cross-language recall abilities in balanced bilinguals. A cohort group of participants were divided into three subgroups. The first sub-group of participants was asked to recall in second language while the stimuli/ target words were presented in the first language. The second group of participants was asked to recall in their first language while the stimuli/target words were presented in the second language. The third group of participants was allowed to carry out a free recall task. The descriptive analysis backed by statistical analysis revealed no significant difference between three groups suggesting that balanced bilinguals would have greater cognitive flexibility resulting in superior cross-language recall abilities in this population. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01