Differences in cognitive processing? The role of verbal processes and mental effort in bilingual and monolingual children’s planning performance

Enke, Susanne; Hepach, Robert; Karbach, Julia; Saalbach, Henrik

doi:10.1016/j.jecp.2021.105255

Cited by 6 publications

(7 citation statements)

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“…The verbal process is the fourth most common process type. Because students liked to mention what they talked about with others, verbal processes may often appear in a narrative work (Enke et al, 2022). As a result, the application of the verbal process develops an opinion that supports the writer's concept to criticize Indonesian legislation, such as in this sentence, The Indonesian Legal Aid Foundation has pushed for the repeal of discriminatory laws owing to the harm it does to the country's minority faiths (Suparto, 2018).…”

Section: Discussionmentioning

confidence: 91%

“…In fifth place, the mental process is the most common process type. When applying this technique, mental processes often involve at least one human person who has the mind in which the process happens (Biard et al, 2018;Enke et al, 2022). Perception, love, and intellect are all human senses that they integrate.…”

Section: Discussionmentioning

confidence: 99%

“…The idea is that using dominating material processes makes it easier for readers to comprehend what is going on. Mental processes to encode mental reactions such as perception, thoughts, and sentiments in his research on transitivity in political discourse (Bates, 2019;Enke et al, 2022). These mechanisms provide information about Mills' consciousness and how he perceives reality.…”

Section: Discussionmentioning

confidence: 99%

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Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Agustina

Suarnajaya

2021

JPBI

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Language cannot be understood one at a time without considering contextual information about the current circumstances and culture. As a result, language can only be understood when individuals comprehend the circumstance and culture. This study aimed at identifying the process types that characterize the students' narrative texts. This study applied a descriptive qualitative method. The researcher collected the data from narrative texts. There were 28 students selected to be the subjects of this study. The collected data, presented in sentences and clauses, were analyzed using Halliday's transitivity system. Findings show that the process type that are dominantly used in the students' narrative texts are material, behavioral, intensive attributive, verbal, mental, and existential processes. The material process was the most common process type used because the students' subjects were connected to past figures. The findings in this study of the students' narrative texts demonstrate that the students must use the linguistic elements of a narrative text to give information. The purpose of text types in students' narrative texts is to encourage readers to imagine the words and sentence patterns used in the texts. It may help to minimize misunderstandings about the contents of the narrative text. As a result, while creating a narrative text, the students must employ the proper specific meaning, generic structure, linguistic characteristics, and language elements to stimulate readers' interest in providing necessary information while entertaining them.

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Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Agustina

Suarnajaya

2021

JPBI

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“…In a previous study, for instance, Enke et al (2022) found that bilingual elementary school children exhibited significantly less mental effort than their monolingual peers while conducting the Tower of London task ( Shallice, 1982 ), a task tapping several EF abilities of the “cold” domain. This effect occurred independently of behavioral performance.…”

Section: Introductionmentioning

confidence: 99%

“…In fact, in a study with school-aged children, Enke et al (2022) investigated the processing efficiency, or mental effort, of monolingual and bilingual participants conducting the Tower of London task ( Shallice, 1982 ). The children solved 18 items in three experimental conditions of different levels of difficulty.…”

Section: Introductionmentioning

confidence: 99%

“Hot” executive functions are comparable across monolingual and bilingual elementary school children: Results from a study with the Iowa Gambling Task

et al. 2022

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Past research found performance differences between monolingual and bilingual children in the domain of executive functions (EF). Furthermore, recent studies have reported advantages in processing efficiency or mental effort in bilingual adults and children. These studies mostly focused on the investigation of “cold” EF tasks. Studies including measures of “hot” EF, i.e., tasks operating in an emotionally significant setting, are limited and hence results are inconclusive. In the present study, we extend previous research by investigating performance in a task of the “hot” EF domain by both behavioral data and mental effort via pupillary changes during task performance. Seventy-three monolingual and bilingual school children (mean age = 107.23 months, SD = 10.26) solved the Iowa Gambling Task in two different conditions. In the standard task, characterized by constant gains and occasional losses, children did not learn to improve their decision-making behavior. In a reversed task version, characterized by constant losses and occasional gains, both monolinguals and bilinguals learned to improve their decision-making behavior over the course of the task. In both versions of the task, children switched choices more often after losses than after gains. Bilinguals switched their choices less often than monolinguals in the reversed task, indicating a slightly more mature decision-making strategy. Mental effort did not differ between monolinguals and bilinguals. Conclusions of these findings for the bilingual advantage assumption will be discussed.

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Pupillometry in Developmental Psychology

Hepach

2024

Modern Pupillometry

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Differences in cognitive processing? The role of verbal processes and mental effort in bilingual and monolingual children’s planning performance

Cited by 6 publications

References 83 publications

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

“Hot” executive functions are comparable across monolingual and bilingual elementary school children: Results from a study with the Iowa Gambling Task

Pupillometry in Developmental Psychology

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