Domain-general inhibition and lexical processing in monolingual and bilingual children: A longitudinal approach

Gangopadhyay, Ishanti; Weismer, Susan Ellis; Kaushanskaya, Margarita

doi:10.1016/j.cogdev.2018.11.008

Cited by 12 publications

(20 citation statements)

References 66 publications

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“…Spanish vocabulary (non-dominant language) was not correlated with inhibitory control. This is in line with previous studies (e.g., Bohlmann et al, 2015 ; Gangopadhyay et al, 2019 ; Kalia et al, 2019 ) and in contrast to Nicoladis et al (2018) . Nicoladis et al investigated the correlations between language dominance (measured by parental report, proficiency in vocabulary tests, and knowledge of translation equivalents) and cognitive flexibility (a card sorting task) in 62 French-English bilingual children (3–7 years old) in Canada.…”

Section: Discussionsupporting

confidence: 94%

“…Unidirectional relations have been explored in bilingual children, looking at the relation between the dominant language and inhibitory control. For example, Gangopadhyay et al (2019) looked at the relation between inhibition and lexical processing in monolingual (English) and simultaneous bilingual (English-Spanish) children by having them complete a Lexical Decision Task (LDT) in English and two nonverbal inhibitory control tasks. The researchers collected data at two separate time points 1 year apart.…”

Section: Relation Between Inhibitory Control and Languagementioning

confidence: 99%

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Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control

Salwei

Diego-Lázaro

2021

Front. Psychol.

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Although extensive research has been done to compare monolingual and bilingual children’s executive function, there are fewer studies that look at the relation between bilingual children’s languages and executive function. The purpose of this study was two-fold; first, to compare inhibitory control (executive function) in monolingual and bilingual children and second, to determine what vocabulary measure (dominant vs. non-dominant language) was related to inhibitory control in bilingual children. Twenty monolingual (English) and 20 bilingual (English-Spanish) children between the ages of 8 and 12 completed a vocabulary test (in English and Spanish) and an inhibitory control task (the flanker task). Analysis of Covariances (ANCOVAs) revealed no significant differences between monolingual and bilingual children in reaction time (RT) or accuracy in the flanker task after controlling for maternal education. Partial correlations controlling for age showed that English expressive vocabulary (dominant language), but not Spanish, was positively correlated with inhibitory control (larger vocabulary and better inhibitory control), suggesting that bilingual children may use their dominant language to self-regulate over their non-dominant language, increasing the inhibitory control associated to the dominant language.

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Section: Discussionsupporting

confidence: 94%

Section: Relation Between Inhibitory Control and Languagementioning

confidence: 99%

Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control

Salwei

Diego-Lázaro

2021

Front. Psychol.

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“…It is therefore likely that the role of inhibitory control in the early stages of language-vision interactions is secondary to the acquisition of linguistic expertise and would be expected to have a more ubiquitous impact at later stages of development. This hypothesis is not unprecedented, as research suggests that linguistic experience can have a direct influence on the development of cognitive control (Blumenfeld and Marian 2011 ; Gangopadhyay et al 2019 ; Chabal and Marian 2015b ) and that individual differences in executive function predict language outcomes (Bartolotti et al 2017 ; Blumenfeld et al 2016 )—in large part due to variability in how often and how well individuals manage linguistic interference.…”

Section: Discussionmentioning

confidence: 99%

How a picture becomes a word: individual differences in the development of language-mediated visual search

2021

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Over the course of our lifetimes, we accumulate extensive experience associating the things that we see with the words we have learned to describe them. As a result, adults engaged in a visual search task will often look at items with labels that share phonological features with the target object, demonstrating that language can become activated even in non-linguistic contexts. This highly interactive cognitive system is the culmination of our linguistic and visual experiences—and yet, our understanding of how the relationship between language and vision develops remains limited. The present study explores the developmental trajectory of language-mediated visual search by examining whether children can be distracted by linguistic competitors during a non-linguistic visual search task. Though less robust compared to what has been previously observed with adults, we find evidence of phonological competition in children as young as 8 years old. Furthermore, the extent of language activation is predicted by individual differences in linguistic, visual, and domain-general cognitive abilities, with the greatest phonological competition observed among children with strong language abilities combined with weaker visual memory and inhibitory control. We propose that linguistic expertise is fundamental to the development of language-mediated visual search, but that the rate and degree of automatic language activation depends on interactions among a broader network of cognitive abilities.

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“…To capture word form processing more accurately, specific tasks have to be applied. However, targeted investigations into word form processing at school age are sparse (e.g., Gangopadhyay, Ellis Weismer, & Kaushanskaya, 2019; Oppenheimer Fleury & Brandão de Avila, 2015) although word form processing contributes to the further development of vocabulary and literacy skills in primary school age (Verhoeven, van Leeuwe & Vermeer, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…A few studies attempted to disentangle lexical knowledge and lexical processing (e.g., Gangopadhyay et al, 2019; Marchman, Bermúdez, Bang & Fernald, 2020; Marchman, Fernald & Hurtado, 2010; Windsor & Kohnert, 2004). Therefore, the present study aims at deepening this line of research by investigating word form processing largely independent of lexical knowledge and semantic aspects of word processing.…”

Section: Introductionmentioning

confidence: 99%

Word form processing at school age: Evidence for similarities between bilingual and monolingual children

Hein

Kauschke

2021

Bilingualism

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The present study aimed to explore the lexical processing abilities of bilingual school-aged children compared to their monolingual peers. Therefore, word form processing tasks (auditory lexical decision, rapid naming, rhyming), as well as traditional vocabulary tasks (word-picture matching and picture naming), were conducted in a cross-sectional design in a sample of 163 German monolingual and 39 bilingual primary school children (6-9 years), speaking German and another language. Regression analyses revealed that age, gender, and vocabulary size, but not bilingualism have an impact on performance in word form processing tasks. Group comparisons after propensity matching on age, gender, and vocabulary size revealed no significant group differences between monolingual and bilingual children in word form processing tasks. After the sample was divided into two age groups, bilingual children showed an initial weakness at ages 6 to 7 that seems to be overcome during primary school age.

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Domain-general inhibition and lexical processing in monolingual and bilingual children: A longitudinal approach

Cited by 12 publications

References 66 publications

Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control

Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control

How a picture becomes a word: individual differences in the development of language-mediated visual search

Word form processing at school age: Evidence for similarities between bilingual and monolingual children

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