Cognitive Control and Lexical Access in Younger and Older Bilinguals

Autor/inn/en	Bialystok, Ellen; Craik, Fergus; Luk, Gigi
Titel	Cognitive Control and Lexical Access in Younger and Older Bilinguals
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (2008) 4, S.859-873 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/0278-7393.34.4.859
Schlagwörter	Short Term Memory; Monolingualism; Language Processing; Bilingualism; Cognitive Processes; Age Differences; Older Adults; Young Adults; Comparative Analysis; Recall (Psychology); Brain; Aging (Individuals); Experimental Psychology; College Students; Language Proficiency; Educational Attainment; Color; Attention; Visual Stimuli; Verbal Ability; Peabody Picture Vocabulary Test; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Sprachverarbeitung; Bilingualismus; Cognitive process; Kognitiver Prozess; Age; Difference; Age difference; Altersunterschied; Älterer Erwachsener; Young adult; Junger Erwachsener; Abberufung; Gehirn; Aging; Altern; Experimentelle Psychologie; Collegestudent; Language skill; Language skills; Sprachkompetenz; Bildungsabschluss; Bildungsgut; Colour; Farbbezeichnung; Farbe; Aufmerksamkeit; Mündliche Leistung
Abstract	Ninety-six participants, who were younger (20 years) or older (68 years) adults and either monolingual or bilingual, completed tasks assessing working memory, lexical retrieval, and executive control. Younger participants performed most of the tasks better than older participants, confirming the effect of aging on these processes. The effect of language group was different for each type of task: Monolinguals and bilinguals performed similarly on working memory tasks, monolinguals performed better on lexical retrieval tasks, and bilinguals performed better on executive control tasks, with some evidence for larger language group differences in older participants on the executive control tasks. These results replicate findings from individual studies obtained using only 1 type of task and different participants. The confirmation of this pattern in the same participants is discussed in terms of a suggested explanation of how the need to manage 2 language systems leads to these different outcomes for cognitive and linguistic functions. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10