Examining the Relationship between Early Bilingual Experiences and Cognitive Development

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic - Language, Communication

Abstract

Compared to their monolingual counterparts, bilingual children have demonstrated proficiencies in executive control (EC) processes such as cognitive flexibility, selective attention, working memory, and inhibitory control (e.g., Blom et al., 2014; Barac et al., 2014; Crivello et al., 2016; De Cat et al., 2017). This has been commonly referred to as the “bilingual advantage hypothesis”. This cognitive advantage is argued to be attributed to enhancements stemming from the ongoing experience in managing, controlling, and switching between two languages (Bialystok, 2017). However, more recent and direct evidence relating multilingual experiences and domain-general executive control is less forthcoming (Laine & Lehtonen, 2018). This has led to questions regarding the existence and extent of the bilingual cognitive advantage (Paap, Johnson, & Sawi, 2015). In particular, it remains unclear how different types of bilingual experiences and variations in these experiences may influence executive control, especially during early cognitive development (Valian, 2015). Following the view that bilingualism is a multidimensional and dynamic experience, there have been increasing calls to further examine the association between various bilingual experiences and early cognitive development (Bialystok,2017). The current study explores how individual differences in early bilingual experiences, including age of active bilingualism (AoAB), frequency of language switching, and longitudinal change in relative bilingual proficiency, might influence verbal and non-verbal EC processes during early childhood.

A sample of 1538 four-year-old bilingual participants was appraised of their AoAB, frequency in language switching (through parental reports), and relative bilingual proficiency (through objective language measures of receptive vocabulary). Verbal and non-verbal EC were assessed using accuracy responses to the Backward Digit Recall, Dimensional Change Card Sort, and Head-Toes-Knees-Shoulders tasks for verbal EC, and to the Lost Animals Recall, Picture-Symbol Switching, and Simon tasks for non-verbal EC. Participants were measured longitudinally at two time points – at wave one (4 years-old) and wave two (5 years-old) on the same language and cognitive measures. Gain scores between waves one and two were calculated for relative bilingual proficiency and EC.

To examine the relationship between different bilingual experiences with verbal and non-verbal EC proficiency, separate linear regression analyses were conducted. For each regression model, non-verbal reasoning and processing speed were entered as covariates (Model 1). Each of the different bilingual experiences (e.g., AoAB, frequency of language switching, balanced bilingual proficiency) was entered as a predictor variable (Model 2). Accuracy in verbal and non-verbal EC task measures were outcome variables.

Earlier AoAB consistently predicted verbal working memory and inhibitory control at waves one and two. It also predicted verbal and non-verbal cognitive switching at wave two. Higher frequency of language switching predicted non-verbal cognitive switching at wave two. Changes in balanced bilingual proficiency did not predict cognitive gains (across one year), and it also did not predict cognitive performances at wave two. These findings suggest the distinct associations between different bilingual experiences on executive control processes. Current findings also highlight the relationship between early bilingual exposure and language switching (i.e., frequent dual language use), rather than balanced bilingual proficiency, with early and domain-general EC proficiency.

Authors

• Gabrielle Lai, National Institute of Education
  Presenting Author

• Beth Ann O''Brien
  Non-Presenting Author

• Poorani Vijayakumar, National Institute of Education, Singapore
  Non-Presenting Author