Can You Make Better Decisions If You Are Bilingual?

Abstract

Studies have shown that “framing bias,” a phenomenon in which two different presentations of the same decision-making problem provoke different answers, is reduced in a foreign language (the Foreign Language effect, FLe). Three explanations have emerged to account for the difference. First, the cognitive enhancement hypothesis states that lower proficiency in the FL leads to slower, more deliberate processing, reducing the framing bias. Second, contradicting the previous, the cognitive overload hypothesis, states that the cognitive load actually induces speakers to make less rational decisions in the FL. Finally, the reduced emotionality hypothesis suggests that speakers have less of an emotional connection to a foreign language (FL), causing an increase in rational language processing. Previous FLe research has involved both FL and non-FL speakers such as highly proficient acculturated bilinguals. Our study extends this research program to a population of heritage speakers of Spanish (HS speakers), whose second language (English) is dominant and who have comparable emotional resonances in both of their languages. We compare emotion-neutral and emotion-laden tasks: if reduced emotionality causes the FLe, it should only be present in emotion-laden tasks, but if it is caused by cognitive load, it should be present across tasks. Ninety-eight HS speakers, with varying degrees of proficiency in Spanish, exhibited cognitive biases across a battery of tasks: framing bias appeared in both cognitive-emotional and purely cognitive tasks, consistent with previous studies. Language of presentation (and proficiency) did not have a significant effect on responses in cognitive-emotional tasks, but did have an effect on the purely-cognitive Disjunction fallacy task: HS speakers did better in their second, more proficient language, a result inconsistent with the reduced emotionality hypothesis. Moreover, higher proficiency in Spanish significantly improved the rate of correct responses, indicating that our results are consistent with the cognitive overload hypothesis.

Are people really less moral in their foreign language? Proficiency and comprehension matter for the moral foreign language effect in Russian speakers

“…This test consists of thirty multiple-choice questions that target grammar structures such as word order, tense, and prepositions, and twenty cloze questions, for which participants use context and vocabulary to identify the correct words that belong in the omitted texts of a passage (see S3 Appendix). Eleven participants scored low (0-20), 44 intermediate (21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34), and 61 advanced (35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50). As mentioned above, to ensure sufficiently meaningful comprehension of dilemmas, we removed data from the low-proficiency participants.…”

“…First, along the lines of the heightened utilitarianism account, greater processing demands in lower proficiency FL learners may promote more deliberative thinking and lead to higher utilitarian responding compared to those with higher proficiency. Alternatively, as [ 16 ] and [ 47 ] suggest, processing in an FL may act as a simultaneous processing burden, i.e., cognitive load, similar to remembering a phone number at the same time as reading a passage. According to this cognitive overload hypothesis, this additional cognitive load may overburden the mental capacities of a low-proficiency speaker and lead to weaker utilitarian responding in low-proficiency language learners compared to high-proficiency L2 speakers.…”