Bilingual Minds

Bialystok, Ellen; Craik, Fergus I. M.; Green, David W.; Gollan, Tamar H.

doi:10.1177/1529100610387084

Cited by 579 publications

(523 citation statements)

References 267 publications

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“…Given evidence (albeit mixed) for a greater prevalence of lefthandedness in musicians (Aggleton, Kentridge, & Good, 1994), handedness effects on musical ability (e.g., Kopiez, Galley, & Lee, 2006;Jäncke, Schlaug, & Steinmetz, 1997), and handedness effects on cognitive tasks (also with somewhat mixed findings; e.g., Beratis, Rabavilas, Kyprianou, Papadimitriou, & Papageorgiou, 2013;Nettle, 2003;Powell, Kemp, & García-Finaña, 2012), we administered the Edinburgh handedness inventory (Oldfield, 1971). Finally, bilingualism has been found to predict aspects of EF (e.g., Bialystok, Craik, Green, & Gollan, 2009), so we administered the Language Experience and Proficiency Questionnaire (LEAP-Q; Marian et al, 2007): participants were considered bilingual if they reported speaking a second language with a mean self-rated proficiency of at least 5 on a 1 to 10 scale (where 5 is defined as "adequate"), averaged across ratings of ability in second language speaking, understanding, and reading.…”

Section: Other Background and Demographic Measuresmentioning

confidence: 99%

Tuning the mind: Exploring the connections between musical ability and executive functions

et al. 2016

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A growing body of research suggests that musical experience and ability are related to a variety of cognitive abilities, including executive functioning (EF). However, it is not yet clear if these relationships are limited to specific components of EF, limited to auditory tasks, or reflect very general cognitive advantages. This study investigated the existence and generality of the relationship between musical ability and EFs by evaluating the musical experience and ability of a large group of participants and investigating whether this predicts individual differences on three different components of EF – inhibition, updating, and switching – in both auditory and visual modalities. Musical ability predicted better performance on both auditory and visual updating tasks, even when controlling for a variety of potential confounds (age, handedness, bilingualism, and socio-economic status). However, musical ability was not clearly related to inhibitory control and was unrelated to switching performance. These data thus show that cognitive advantages associated with musical ability are not limited to auditory processes, but are limited to specific aspects of EF. This supports a process-specific (but modality-general) relationship between musical ability and non-musical aspects of cognition.GRAMMY Foundatio

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Section: Other Background and Demographic Measuresmentioning

confidence: 99%

Tuning the mind: Exploring the connections between musical ability and executive functions

et al. 2016

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“…If there are advantages, they are likely to vary. In some instances, there could very well be disadvantages or no effect of bilingualism (see Bialystok et al, 2009, for a consideration of the range of bilingual consequences).…”

Section: Understanding the Neuroanatomical Evidencementioning

confidence: 99%

“…We suggest that even if the mappings between neuroanatomical structure and brain function can be understood in detail, the implications for potential cognitive advantages in behaviour will require a theoretical model that maps behaviour to brain structure and function, and that also takes into account differences in the way that bilingualism is manifest for different types of bilinguals across the lifespan (e.g. Bialystok, Craik, Green, & Gollan, 2009;Luk & Bialystok, 2013). Finding changes in neuroanatomical structure as a function of bilingualism need not imply that there will be cognitive advantages to bilinguals that are observed in behavioural performance, nor vice versa.…”

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confidence: 99%

Language experience and the brain: variability, neuroplasticity, and bilingualism

Kroll

Chiarello

2015

Language, Cognition and Neuroscience

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“…The evidence for a "bilingual advantage" in EF is growing (Bialystok et al 2009). Bilingual speakers have been shown to outperform monolingual speakers on a series of domain-general cognitive control tasks, such as the card sorting task involving dimensional change, the Simon task, and the classic Stroop task involving misleading information.…”

Section: Language Exposure and Bilingualismmentioning

confidence: 99%

The Role and Sources of Individual Differences in Critical-Analytic Thinking: a Capsule Overview

et al. 2014

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Critical-analytic thinking is typically conceived as a meta-construct that arises at the junction of a problem state (i.e., a situation that requires analysis that challenges previous assumptions) and an individual (i.e., an entity with the capacity to exercise critical-analytic thinking). With regard to the latter, there is a substantial body of research focusing on developmental and educational prerequisites for critical-analytic thinking. A less studied aspect of critical-analytic thinking pertains to individual differences, particularly in the set of foundational or componential cognitive skills that embody this construct. The bottom line here is whether, all else being equal (i.e., the same situation and the same developmental/ educational stage), there is variation in whether, when, and how people think critically/ analytically. We argue that there is unequivocal evidence for both the existence and importance of individual differences in critical-analytic thinking. This review focuses on theoretical and empirical evidence, identifying the cognitive processes that serve as the sources of these individual differences and capturing these processes' differential contributions to both the critical and analytic components of this construct.Keywords Critical analytic thinking . Neurocognitive mechanisms . Fluid reasoning . Executive function . Genetic factors . Environmental factors For better or for worse, people differ. The number of dimensions on which they differ is endless; one such dimension is the way they think. Here we are interested in surveying both the presentation and sources of individual differences in critical-analytic thinking. Whereas Educ Psychol Rev (2014) what critical-analytic thinking is, the construct is ill-defined and this has been a source of constant debate. Although the debate has swung from a notion of the skills and capacities necessary for critical-analytic thinking to one of disposition toward truth-seeking (Burbules and Berk 1999), the former provides for analysis and the measurement a set of requisite cognitive processes to unpack, with respect to variability in performance in situations and on tasks requiring critical-analytic thinking. As critical-analytic thinking occurs so naturally for some, yet so painfully arduous for others, it is likely that this type of thinking embeds a "vast variety of cognitive skills" (Lipman 1988) that must be orchestrated together, both developmentally as a capacity, and concurrently, as an act. Thus, both the skills and the way they are combined generate a source of individual differences. The intent of this review is to provide an understanding of how variations in several core neurocognitive systems, stemming from genetic and environmental sources, lead to differences in the capacity for and competency in critical-analytic thinking.Critical-analytic thinking involves the ability to overcome one's own biases by decontextualizing an argument (the critical component) and evaluating it rationally (the analytic component), rather than lo...

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Bilingual Minds

Cited by 579 publications

References 267 publications

Tuning the mind: Exploring the connections between musical ability and executive functions

Tuning the mind: Exploring the connections between musical ability and executive functions

Language experience and the brain: variability, neuroplasticity, and bilingualism

The Role and Sources of Individual Differences in Critical-Analytic Thinking: a Capsule Overview

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