Differential allocation of attention during speech perception in monolingual and bilingual listeners

Astheimer, Lori B.; Berkes, Matthias; Bialystok, Ellen

doi:10.1080/23273798.2015.1083114

Cited by 15 publications

(12 citation statements)

References 40 publications

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“…In this study we also explored the power of the same variables but from another perspective, ascertaining how the school can affect the predictive value of L1, nationality and SES as regards performance on tests. These data are consistent with studies by Astheimer, Berkes and Bialystok (2016), by Kim (2009), by Marinova-Todd and Zhao (2010), and by Verhoeven (2007), which found that for awareness and phonemic manipulation tests the L1 of non-native learners was evident as an influence and cognitive strategy (transfer). Thus, to answer Hypothesis 2, we conducted univariate analyses that allowed us to see that when the type of school effect is controlled.…”

Section: L1 and Nationality: Are They Such Correctsupporting

confidence: 92%

Learning Portuguese as a Second Language

Figueiredo¹

2017

SpringerBriefs in Education

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We are delighted to announce SpringerBriefs in Education, an innovative product type that combines elements of both journals and books. Briefs present concise summaries of cutting-edge research and practical applications in education. Featuring compact volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present their ideas and readers to absorb them with a minimal time investment. Briefs are published as part of Springer's eBook Collection. In addition, Briefs are available for individual print and electronic purchase.SpringerBriefs in Education cover a broad range of educational fields such as:

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Section: L1 and Nationality: Are They Such Correctsupporting

confidence: 92%

Learning Portuguese as a Second Language

Figueiredo¹

2017

SpringerBriefs in Education

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“…The latter showed better results (Table 3), which corroborates the findings of another study, also performed in the south of Brazil, which reported the advantage of bilingual individuals 3 . These findings also emphasize that inhibitory control and attention are much more evident in bilinguals 9,24 , which influences performance in the SSW.…”

Section: Discussionsupporting

confidence: 56%

The effect of bilingualism on cognitive and auditory abilities in normally hearing adults

et al. 2018

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Purpose: to evaluate and compare cognitive and auditory abilities in normally hearing monolingual and bilingual individuals. Methods: the sample consisted of 21 normally hearing individuals ranging in age between 18 and 25 years, divided into a control group of eight monolingual speakers of Brazilian Portuguese and a study group composed of 13 bilingual speakers of Brazilian Portuguese and German or Italian. The individuals underwent basic audiological assessments as well as assessments of cognitive and auditory figure-background abilities with the BPR-5 and SSW tests, respectively. Results: the assessment of cognitive abilities showed that bilinguals had a better performance for the general cognitive function, with a statistically significant difference, as well as for cognitive abilities of verbal, spatial and mechanical reasoning. Also, for auditory figure-background abilities, there was a statistically significant difference between the study groups, with bilinguals showing a better performance. Conclusions: based on the study groups, it was found that the bilingual subjects had a better performance of their general cognitive function, as compared with monolingual speakers, as well as in their specific cognitive abilities of verbal, spatial and mechanical reasoning, and in the auditory figure-background abilities.

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“…Some studies suggest that bilingual experience enhances executive functions, including attentional control (Bialystok, Craik & Luk, 2012). In this case, bilinguals and monolinguals would differ in the PN effect; however, it is unclear whether better attentional control would result in a larger or a smaller effect (but see Astheimer, Berkes & Bialystok, 2016).…”

Section: The Present Studymentioning

confidence: 99%

Automaticity of speech processing in early bilingual adults and children

et al. 2019

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We examine whether early acquisition of a second language (L2) leads to native-like neural processing of phonemic contrasts that are absent in the L1. Four groups (adult and child monolingual speakers of English; adult and child early bilingual speakers of English and Spanish, exposed to both languages before 5 years of age) participated in a study comparing the English /ɪ/ - /ε/ contrast. Neural measures of automatic change detection (Mismatch Negativity, MMN) and attention (Processing Negativity, PN and Late Negativity, LN) were measured by varying whether participants tracked the stimulus stream or not. We observed no effect of bilingualism on the MMN, but adult bilinguals differed significantly from adult monolinguals on neural indices of attention. The child bilinguals were indistinguishable from their monolingual peers. This suggest that learning a L2 before five years of age leads to native-like phoneme discrimination, but bilinguals develop increased attentional sensitivity to speech sounds.

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Differential allocation of attention during speech perception in monolingual and bilingual listeners

Cited by 15 publications

References 40 publications

Learning Portuguese as a Second Language

Learning Portuguese as a Second Language

The effect of bilingualism on cognitive and auditory abilities in normally hearing adults

Automaticity of speech processing in early bilingual adults and children

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