The effects of dual language exposure on executive function in Spanish–English bilingual children with different language abilities

Measures of Bilingual Cognition – From Infancy to Adolescence

“…Table 5 demonstrates that as with the infant and preschool groups, EF was the most frequently measured ability with school-age participants, with all 23 experiments measuring some component(s) of EF ( Andreou et al, 2021 ; Antón, Duñabeitia, Estévez, Hernández, Castillo, Fuentes, et al, 2014 ; Bialystok & Viswanathan, 2009 ; Bosma, Hoekstra, Versloot, Arjen, & Blom, 2017 ; Cockcroft, 2016 ; Crespo et al, 2019 ; Czapka et al, 2020 ; de Abreu, 2011; de Abreu, Cruz-Santos, Tourinho, Martin, & Bialystok, 2012; Kapa & Colombo, 2013 ; Ladas, Carroll, & Vivas, 2015 ; Morales, Calvo, & Bialystok, 2013 ; Park, Ellis Weismer, & Kaushanskaya, 2018 ; Pino Escobar, Kalashnikova, & Escudero, 2018 ; Poarch, 2018 ; Poarch & van Hell, 2012 ; Poarch & Bialystok, 2015 ; Struys, Duyck, & Woumans, 2018 ; Tse & Altarriba, 2014 ; Vivas, Chrysochoou, Ladas, & Salvari, 2020 ). Attention was measured in 10 experiments using the ANT (attentional control: Antón et al, 2014 ; Kapa & Colombo, 2013 ; Ladas et al, 2015, Experiments 1 and 2 ; Poarch & van Hell, 2012, Experiment 2 ; Vivas et al, 2020 ), Simon task (attentional control: Poarch & van Hell, 2012, Experiment 1 ; Tse & Altarriba, 2014 ), and Sky Search task (selective attention; Bosma et al, 2017 ; de Abreu et al, 2012).…”

“…Table 6 shows that inhibition was assessed in 12 experiments using the DCCS (‘inhibitory control’, Crespo et al, 2019 ; Pino Escobar et al, 2018 ), Stroop task ( Pino Escobar et al, 2018 ), Flanker task ( Park et al, 2018 ; ‘conflict monitoring and inhibitory control’, Poarch, 2018 ; Poarch & Bialystok, 2015 ; ‘cognitive control’, Struys et al, 2018 ), the Bivalent Shape task (BST, ‘interference inhibition’, Czapka et al, 2020 ), the Go/No-Go task (‘response inhibition’, Czapka et al, 2020 ), Simon and Simon-like tasks ( Morales et al, 2013, Study 1, ‘Pictures task’ ; ‘conflict monitoring and inhibitory control’, Poarch, 2018 ; Struys et al, 2018 ), the Frog Matrices task ( Morales et al, 2013, Study 2 ), the Flanker task (‘interference suppression’: Bosma et al, 2017 ; de Abreu et al, 2012), the ANT (‘resistance to interference’, Vivas et al, 2020 ), and the ‘Faces task’ (‘inhibitory control and response suppression’, Bialystok & Viswanathan, 2009 ).…”

Measures of bilingual cognition – from infancy to adolescence

“…Table 5 demonstrates that as with the infant and preschool groups, EF was the most frequently measured ability with school-age participants, with all 21 experiments measuring some component(s) of EF (Antón, Duñabeitia, Estévez, Hernández, Castillo, Fuentes, et al, 2014;Bialystok & Viswanathan, 2009;Bosma, Hoekstra, Versloot, Arjen, & Blom, 2017;Cockcroft, 2016;Crespo et al, 2019;Czapka et al, 2020;de Abreu, 2011;de Abreu, Cruz-Santos, Tourinho, Martin, & Bialystok, 2012;Kapa & Colombo, 2013;Ladas, Carroll, & Vivas, 2015;Morales, Calvo, & Bialystok, 2013;Park, Ellis Weismer, & Kaushanskaya, 2018;Pino Escobar, Kalashnikova, & Escudero, 2018;Poarch & van Hell, 2012;Poarch & Bialystok, 2015;Struys, Duyck, & Woumans, 2018;Tse & Altarriba, 2014;Vivas, Chrysochoou, Ladas, & Salvari, 2020). Attention was measured in 10 experiments using the ANT (attentional control: Antón et al, 2014;Kapa & Colombo, 2013;Ladas et al, 2015 Bosma et al, 2017;de Abreu et al, 2012).…”

“…Table 6 shows that inhibition was assessed in 11 experiments using the DCCS ('inhibitory control', Crespo et al, 2019;Pino Escobar et al, 2018), Stroop task (Pino Escobar et al, 2018, Flanker task (Park et al, 2018;Poarch & Bialystok, 2015;'cognitive control', Struys BILINGUAL CHILDHOOD COGNITIVE MEASURES 24 et al, 2018), the Bivalent Shape task (BST, 'interference inhibition', Czapka et al, 2020), the Go/No-Go task ('response inhibition', Czapka et al, 2020), Simon and Simon-like tasks (Morales et al, 2013, Study 1, 'Pictures task';Struys et al, 2018), the Frog Matrices task (Morales et al, 2013, Study 2), the Flanker task ('interference suppression': Bosma et al, 2017;de Abreu et al, 2012), the ANT ('resistance to interference', Vivas et al, 2020), and the 'Faces task' ('inhibitory control and response suppression', Bialystok & Viswanathan, 2009). Shifting was assessed in four experiments, using the 'Faces task' ('switching ability', Bialystok & Viswanathan, 2009), DCCS (Crespo et al, 2019;Park et al, 2018), and the Simon Switching task ('task switching', Tse & Altarriba, 2014). Monitoring ability was assessed in two experiments using the DCCS (Crespo et al, 2019) and the ANT (Vivas et al, 2020).…”

“…Seventeen experiments in the school-aged group recruited monolinguals as controls, and four experiments had low-proficiency or sequential bilinguals as the control group (Bosma et al, 2017;Crespo et al, 2019;Poarch & van Hell, 2012, Experiment 2;Tse & Altarriba, 2014). For a detailed breakdown of the findings from each article in the school age group see the Appendix.…”