Behavioural and ERP correlates of bilingual language control and general-purpose inhibitory control predicted by L1 and L2 proficiency

Dash, Tanya; Kar, Bhoomika R.

doi:10.1016/j.jneuroling.2020.100914

Cited by 6 publications

(5 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In eye-tracking studies on Japanese learners of English, participants who paid more attention to the task-relevant contents showed better task performance, although most participants did not read selectively Atkins, 2018, 2019). In addition, adult bilinguals with high L2 proficiency have shown greater cognitive control as compared with those with low L2 proficiency (Xie, 2018;Xie and Pisano, 2019;Dash and Kar, 2020). These results indicate that more attention to vital points in L2 input leads better comprehension.…”

Section: Discussionmentioning

confidence: 90%

Prediction of Second Language Proficiency Based on Electroencephalographic Signals Measured While Listening to Natural Speech

Ihara

Matsumoto

Ojima

et al. 2021

Front. Hum. Neurosci.

View full text Add to dashboard Cite

This study had two goals: to clarify the relationship between electroencephalographic (EEG) features estimated while non-native speakers listened to a second language (L2) and their proficiency in L2 determined by a conventional paper test and to provide a predictive model for L2 proficiency based on EEG features. We measured EEG signals from 205 native Japanese speakers, who varied widely in English proficiency while they listened to natural speech in English. Following the EEG measurement, they completed a conventional English listening test for Japanese speakers. We estimated multivariate temporal response functions separately for word class, speech rate, word position, and parts of speech. We found significant negative correlations between listening score and 17 EEG features, which included peak latency of early components (corresponding to N1 and P2) for both open and closed class words and peak latency and amplitude of a late component (corresponding to N400) for open class words. On the basis of the EEG features, we generated a predictive model for Japanese speakers’ English listening proficiency. The correlation coefficient between the true and predicted listening scores was 0.51. Our results suggest that L2 or foreign language ability can be assessed using neural signatures measured while listening to natural speech, without the need of a conventional paper test.

show abstract

Section: Discussionmentioning

confidence: 90%

Prediction of Second Language Proficiency Based on Electroencephalographic Signals Measured While Listening to Natural Speech

Ihara

Matsumoto

Ojima

et al. 2021

Front. Hum. Neurosci.

View full text Add to dashboard Cite

show abstract

“…Bilinguals are exposed to and become proficient in each of their languages to varying degrees. Second language proficiency has been shown to modulate inhibitory control (Dash & Kar, 2020) and executive control (Jiao et al, 2019), whereas second language exposure has been shown to impact proactive control (Gullifer & Titone, 2021). Due to the multifaceted nature of bilingualism and variability in bilingual language experience (Marian, 2023), the present study examines which first- and second-language factors influence the neural correlates associated with sustained attention.…”

Section: Sustained Attention and Bilingualismmentioning

confidence: 99%

Bilingualism alters the neural correlates of sustained attention.

Chung-Fat-Yim¹,

Bobb²,

Hoshino³

et al. 2023

Translational Issues in Psychological Science

View full text Add to dashboard Cite

The present study examined whether monolingual and bilingual language experience—including first and second language proficiency, exposure, and age of acquisition—modify the neural mechanisms of attention during nonverbal sound discrimination. English monolinguals and Korean–English bilinguals performed an auditory two-stimulus oddball task while their electroencephalogram was recorded. Participants heard a series of two different tones (high-pitch tone vs. low-pitch tone), one of which occurred less frequently (deviant trials) than the other (standard trials), and were asked to mentally count the number of infrequent tones. We found that in the early time window, bilinguals had larger amplitudes than monolinguals in response to both standard and deviant trials, suggesting that bilinguals initially increased attention to identify which of the two tones they heard. In the later time window, however, bilinguals had a smaller event-related potential (ERP) effect (deviant minus standard trials) relative to monolinguals, suggesting that bilinguals used fewer cognitive resources for the infrequent stimuli at later stages of processing. Furthermore, across the entire sample, increased exposure to the native language led to larger early, middle, and late ERP effects. These results suggest that native language exposure shapes perceptual processes involved in detection and monitoring. Knowing more than one language may alter sustained attentional processes, with implications for perception and learning.

show abstract

“…Their hypothesis states that there is a limited set of ostensive signals, such as child-directed speech, eye gaze and pointing, which can be used for the purposes of teaching referential knowledge. We define ostension as emphasis placed on an action so that this action is noticed by an intended purpose cognitive control (Dash & Kar, 2020). In particular, there has been a recent focus on the role of emergent literacy and educational setting as modulating factors for a potential bilingual cognitive advantage (Festman, Czapka & Winsler, 2022;Durang López, 2020).…”

Section: Introductionmentioning

confidence: 99%

Monolingual and bilingual children’s performance learning words from ostensive teaching

Lorge,

Katsos

2023

P&C

View full text Add to dashboard Cite

Children who grow up exposed to more than one language face a range of challenges and developmental environments which differ from those of monolinguals. Recently, studies have suggested that this may lead to differences in the development of pragmatic skills and sensitivity to socio-pragmatic cues. We investigate whether bilingually exposed children are able to make further use of these cues in an ostensive teaching setting for word learning in a sample of 110 children aged 4 to 6 years old and find evidence that bilingual children do perform significantly better in ostensive teaching settings when asked to use pragmatic cues to derive the meaning of a novel word. We discuss implications for theories of pragmatics and bilingual development.

show abstract

Behavioural and ERP correlates of bilingual language control and general-purpose inhibitory control predicted by L1 and L2 proficiency

Cited by 6 publications

References 48 publications

Prediction of Second Language Proficiency Based on Electroencephalographic Signals Measured While Listening to Natural Speech

Prediction of Second Language Proficiency Based on Electroencephalographic Signals Measured While Listening to Natural Speech

Bilingualism alters the neural correlates of sustained attention.

Monolingual and bilingual children’s performance learning words from ostensive teaching

Contact Info

Product

Resources

About