Differences in Working Memory With Emotional Distraction Between Proficient and Non-proficient Bilinguals

Xie, Minzhu; Ma, Xiao; Li, Peng; Liu, Yan

doi:10.3389/fpsyg.2020.01414

Cited by 5 publications

(14 citation statements)

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“…However, as Ma et al [ 7 ] noted, there were some contradictions in these two previous studies by Bialystok et al between accuracy rate and RTs. Both of these studies had adopted the Face N-back task in emotional contexts, but it was not clear whether the influence of bilingual experience on emotional WM task was due to task-specificity or other (task-irrelevant) factors such as geography, economic status, and educational background, all of which may play a role in the positive effects [ 71 , 115 ].…”

Section: Integrating Cognitive Wm With Affective Wm In Language and B...mentioning

confidence: 86%

“…So far, only sporadic studies in the bilingualism field have investigated the possible transfer or facilitative effects of bilingual experience on affective WM. These studies have been conducted primarily by team members and collaborators of Bialystok’s lab [ 7 , 17 , 114 ]. For example, Janus and Bialystok et al [ 17 ] explored the influence of bilingualism on emotional regulation (ER).…”

Section: Integrating Cognitive Wm With Affective Wm In Language and B...mentioning

confidence: 99%

“…Following these arguments, Ma et al [ 7 ] further explored the influence of bilingual experience on individuals’ emotional WM. This latest study distinguished itself from previous studies by adopting a delayed matching-to-sample task paradigm in Experiment 1 and the N -back task in Experiment 2.…”

Section: Integrating Cognitive Wm With Affective Wm In Language and B...mentioning

confidence: 99%

“…Such experience can possibly promote the individual development of cognitive ability and enable individuals to possess cognitive advantages on WM in emotionally stressful contexts (i.e., enhanced affective WM). In addition, Ma et al [ 7 ] also found that the background information with negative emotions could improve individuals’ performance in complex N -back tasks. To be more specific, under the 2-back condition, the facilitative effect of negative emotions was significantly greater than that of positive emotions and neutral emotions, and this result was consistent with accumulating evidence based on previous studies (e.g., see [ 120 , 121 ]).…”

Section: Integrating Cognitive Wm With Affective Wm In Language and B...mentioning

confidence: 99%

“…Affective WM (AWM), also called emotional WM, can be defined as the ability to successfully deploy WM in emotionally stressful contexts [ 7 ]; cf. [ 8 ]).…”

Section: Introductionmentioning

confidence: 99%

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Working Memory Models and Measures in Language and Bilingualism Research: Integrating Cognitive and Affective Perspectives

et al. 2022

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Although emotional or affective working memory (WM) is quite well established in general psychology, not much research has looked into its potential implications for the language sciences and bilingualism and second language acquisition (SLA) research until recently. To fill this gap, this paper aims to propose that WM has not just cognitive implications, but its affective dimension may also make complementary and unique contributions to language and bilingualism/SLA research. Towards this end, we first briefly synthesize the cognitive views of WM conceptions and assessment procedures in the current language sciences and bilingualism/SLA research. Next, we turn to discuss the theoretical models and assumptions of affective WM and explore their theoretical implications for bilingualism/SLA research based on emerging empirical evidence. Then, we propose a conceptual framework integrating cognitive and affective WM perspectives and further provide guidelines for designing affective WM span tasks that can be used in future affective WM–language research, focusing on the construction procedures of several emotion-based affective WM span tasks (e.g., the emotional reading span task, the emotional operation span task, and the emotional symmetry span task) as examples. Overall, we argue that affective feelings are also an integral part of the mental representations held in WM and future research in the language sciences and bilingualism/SLA should incorporate both cognitive and affective WM dimensions.

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Section: Integrating Cognitive Wm With Affective Wm In Language and B...mentioning

confidence: 86%

Section: Integrating Cognitive Wm With Affective Wm In Language and B...mentioning

confidence: 99%

Section: Integrating Cognitive Wm With Affective Wm In Language and B...mentioning

confidence: 99%

Section: Integrating Cognitive Wm With Affective Wm In Language and B...mentioning

confidence: 99%

“…Affective WM (AWM), also called emotional WM, can be defined as the ability to successfully deploy WM in emotionally stressful contexts [ 7 ]; cf. [ 8 ]).…”

Section: Introductionmentioning

confidence: 99%

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Working Memory Models and Measures in Language and Bilingualism Research: Integrating Cognitive and Affective Perspectives

et al. 2022

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Emotional processing in bilinguals: a systematic review aimed at identifying future trends in neurolinguistics

Sharif

Mahmood

2023

Humanit Soc Sci Commun

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This review is one of the first studies to discuss the status of research on emotional processing in a healthy bilingual brain. Few articles about emotion and cognition coupling have examined how the bilingual brain differs in processing emotional stimuli from the monolingual brain in neuroimaging studies. Having diverse perspectives, tools, and methodologies in interdisciplinary research can help build our understanding of the connection between the mind, language, and emotions. This systematic review uses Moher et al., (2015) PRISMA-P to synthesize relevant publications. In this review study, we discuss common discrepancies, the techniques used to elicit data and the objectives of the emotion and cognition interaction in neuroimaging, psychophysiological and cognitive paradigms. Our findings suggest the focus of future research on simultaneous bilinguals, extended narratives instead of decontextualized stimuli and comparison of different modalities. We provide valuable insight for neurolinguistic researchers in regard to the various limitations in the existing literature that hinder the successful integration of emotion and language studies into the field of neurolinguistics.

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Serial memory mechanisms in monolingual and bilingual speakers

Spinu

2022

International Journal of Bilingualism

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Aims and objectives: Recent findings suggest enhanced phonetic and phonological learning ability in bilinguals compared with monolinguals. While other cognitive differences between these two groups have been identified in the past, the most frequently investigated mechanism potentially underlying them has been executive function. When considering phonetic and phonological learning, however, we are faced with greater involvement of sensorimotor mechanisms, since audition, perception, and articulation are all important components in the learning of new patterns of pronunciation. The present study investigates memory mechanisms, with a focus on auditory sensory memory, in these two groups of speakers. Methodology: An adaptive digit span task with suffix effect was administered to two groups of speakers (bilinguals and monolinguals). Data and analysis: The two groups were compared in terms of accuracy rates (overall and by serial position), maximum digit span reached, and the proportion of participants who reached the highest list length. Findings/conclusions: The results show that bilinguals have longer digit spans and demonstrate higher accuracy compared with monolinguals for all serial positions inside every list length, suggesting an advantage not only in terms of recently heard items (i.e., recency effect, attributable to auditory sensory mechanisms) but also for the items heard in the beginning of longer list lengths (i.e., primacy effect, attributable to working memory). Originality: The role of sensory mechanisms in language learning, in particular auditory sensory (echoic) memory, was posited to have been underestimated to date. The current study addresses this gap by investigating alternative mechanisms that could support differences in behavior resulting from language experience of various types. Significance/implications: The connection between auditory sensory memory and linguistic experience suggests that sensory mechanisms are involved in some of the observed cognitive differences between bilinguals and monolinguals. In particular, sensorimotor mechanisms might at least partially account for more effective phonetic and phonological learning in bilinguals. The current study thus sheds more light on the coupling between cognitive and sensory functions.

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Differences in Working Memory With Emotional Distraction Between Proficient and Non-proficient Bilinguals

Cited by 5 publications

References 52 publications

Working Memory Models and Measures in Language and Bilingualism Research: Integrating Cognitive and Affective Perspectives

Working Memory Models and Measures in Language and Bilingualism Research: Integrating Cognitive and Affective Perspectives

Emotional processing in bilinguals: a systematic review aimed at identifying future trends in neurolinguistics

Serial memory mechanisms in monolingual and bilingual speakers

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