Recent theories propose that language-switching in bilinguals influences executive control. We investigated whether switching behaviour, shaped by the bilingual's interactional context as well as personal preferences impacted attentional control. We compared four groups – (i) Edinburgh monolinguals, (ii) Edinburgh non-switching late bilinguals, (iii) Edinburgh non-switching early bilinguals, and (iv) Singapore switching early bilinguals – on two tasks of attentional control. Effects of interactional context were observed, with Singapore bilinguals performing better on conflict resolution in the Attention Network Task and Edinburgh late bilinguals on attentional switching in the Elevator reversal (Test of Everyday Attention) subtest. Our results suggest that the interactional context of bilinguals could impact attentional control differently.

Cognitive control is often engaged in social contexts where actions are socially relevant. Yet, little is known about the immediate influence of the social context on childhood cognitive control. To examine whether competition or cooperation can enhance cognitive control, preschool and school-age children completed the AX Continuous Performance Task (AX-CPT) in competitive, cooperative, and neutral contexts. Children made fewer errors, responded faster, and engaged more cognitive effort, as shown by greater pupil dilation, in the competitive and cooperative social contexts relative to the neutral context. Competition and cooperation yielded greater cognitive control engagement but did not change how control was engaged (reactively or proactively). Manipulating the social context can be a powerful tool to support cognitive control in childhood.