Poster #50 - Testing the Onset of the Cognitive Bilingual Advantage With the Early Executive Functions Questionnaire

• In Event: Poster Session 02

Abstract

The bilingual cognitive advantage hypothesis suggests that bilinguals may have improved executive functioning skills in comparison to their monolingual peers due to the practice they have inhibiting and switching between multiple languages (Bialystok, 2017). A recent meta-analysis suggests that this advantage is possibly task-specific, particularly response inhibition in children (Lowe et al., 2021). A recent study by Beaudin and Poulin-Dubois (2022) analyzed the differences in executive functioning between monolingual and multilingual 23-months-olds using a parental report measure, the Early Executive Functions Questionnaire (EEFQ; Hendry & Holmboe, 2021). They found that multilingualism and greater non-dominant language exposure was associated with greater response inhibition. However, no bilingual advantage was noted for overall cognition, suggesting a domain-specific advantage in the area of response inhibition (Beaudin & Poulin-Dubois, 2022).
To determine at which age this specific bilingual advantage emerges, the present study was a replication of Beaudin and Poulin-Dubois’ findings with a younger sample of infants aged 9 to 21 months (Mage = 14 months; N = 81). Parents first met with a researcher on Zoom to complete the Language Exposure Assessment Tool (LEAT; DeAnda et al., 2016), which measured participants’ language exposure. Afterward, parents were asked to complete the EEFQ, which measured inhibition, working memory, attentional flexibility, regulation, and overall cognition.
Based on the findings of Beaudin and Poulin-Dubois (2022), we had two main hypotheses. First, multilinguals would show greater response inhibition than monolinguals. Second, those with greater non-dominant language exposure would show greater inhibition. No difference in working memory, attentional flexibility, regulation, nor overall cognition were expected. Using preliminary data, a series of ANCOVAs and linear regressions were conducted, controlling for age and parental education. We found no significant results, thus both hypotheses were rejected; however, monolinguals tended to have greater regulation than multilinguals at trend (p = .051).
Unlike Beaudin and Poulin-Dubois (2022), we found no evidence for a multilingual advantage in inhibition; thus, a cognitive advantage in this domain may emerge between 14 and 23 months of age. Additionally, monolinguals may have greater regulation than multilinguals at 14 months; this finding may corroborate data from Gibson et al. (2022). One explanation is that monolinguals may have greater dominant language vocabulary production than multilinguals (Core et al., 2013). Thus, monolinguals may be better at expressing their emotions verbally than through emotional behaviours, which are captured by the EEFQ. Overall, these findings assist in determining at what age advantages in cognition may develop. Additionally, these findings suggest that the EEFQ is potentially sensitive to developmental differences, such as language development, between two populations.

Authors

• Chelsea Cuffaro, Concordia University

• Kayla Beaudin, Concordia University

• Diane Poulin-Dubois, Concordia University
  Presenting Author