A domain-general monitoring account of language switching in recognition tasks : evidence for adaptive control

Language switching experience is assumed to have an effect on domain-general control abilities in bilinguals, but previous studies on the relationship between these two variables have generated mixed results. The present study investigated the effects of bilingual experiences on the interaction between language switching and domain-general control. Thirty-two Dutch-French bilingual young adults executed a bilingual categorisation task to assess their language switching abilities and a Simon task to assess domain-general control. The results show that global response times on the Simon task were correlated to the forward switch cost (from L1 to L2); moreover, interestingly, the forward switch cost was found to be related to recent language exposure but not to the age of second language acquisition. We suggest a monitoring account of language switching to integrate the first finding with previous studies and we interpret the second finding as support for the adaptive control hypothesis

The effects of CLIL on mathematical content learning: A longitudinal study

Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time

Acupuncture on GB34 activates the precentral gyrus and prefrontal cortex in Parkinson’s disease

Background: Acupuncture is increasingly used as an additional treatment for patients with Parkinson’s disease (PD). Methods: In this functional magnetic resonance imaging study, brain activation in response to acupuncture in a group of 12 patients with PD was compared with a group of 12 healthy participants. Acupuncture was conducted on a specific acupoint, the right GB 34 (Yanglingquan), which is a frequently used acupoint for motor function treatment in the oriental medical field. Results: Acupuncture stimulation on this acupoint activates the prefrontal cortex, precentral gyrus, and putamen in patients with PD; areas that are known to be impaired in patients with PD. Compared with healthy participants, patients with PD showed significantly higher brain activity in the prefrontal cortex and precentral gyrus, especially visible in the left hemisphere. Conclusions: The neuroimaging results of our study suggest that in future acupuncture research; the prefrontal cortex as well as the precentral gyrus should be treated for symptoms of Parkinson’s disease and that GB 34 seems to be a suitable acupoint. Moreover, acupuncture evoked different brain activations in patients with Parkinson’s disease than in healthy participants in our study, stressing the importance of conducting acupuncture studies on both healthy participants as well as patients within the same study, in order to detect acupuncture efficacy. Trial registration KCT0001122 at cris.nih.go.kr (registration date: 20140530) Electronic supplementary material The online version of this article (doi:10.1186/1472-6882-14-336) contains supplementary material, which is available to authorized users

Does the bilingual advantage in cognitive control exist and if so, what are its modulating factors? A systematic review

Recently, doubts were raised about the existence of the bilingual advantage in cognitive control. The aim of the present review was to investigate the bilingual advantage and its modulating factors. We searched the Medline, ScienceDirect, Scopus, and ERIC databases for all original data and reviewed studies on bilingualism and cognitive control, with a cut-off date of 31 October 2018, thereby following the guidelines of the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol. The results of the 46 original studies show that indeed, the majority, 54.3%, reported beneficial effects of bilingualism on cognitive control tasks; however, 28.3% found mixed results and 17.4% found evidence against its existence. Methodological differences seem to explain these mixed results: Particularly, the varying selection of the bilingual participants, the use of nonstandardized tests, and the fact that individual differences were often neglected and that longitudinal designs were rare. Therefore, a serious risk for bias exists in both directions (i.e., in favor of and against the bilingual advantage). To conclude, we found some evidence for a bilingual advantage in cognitive control; however, if significant progress is to be made, better study designs, bigger data, and more longitudinal studies are needed

A systematic review on the possible relationship between bilingualism, cognitive decline, and the onset of dementia

A systematic review was conducted to investigate whether bilingualism has a protective effect against cognitive decline in aging and can protect against dementia. We searched the Medline, ScienceDirect, Scopus, and ERIC databases with a cut-off date of 31 March 2019, thereby following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) protocol. Our search resulted in 34 eligible studies. Mixed results were found with respect to the protective effect of bilingualism against cognitive decline. Several studies showed a protective effect whereas other studies failed to find it. Moreover, evidence for a delay of the onset of dementia of between 4 and 5.5 years in bilingual individuals compared to monolinguals was found in several studies, but not in all. Methodological differences in the set-up of the studies seem to explain these mixed results. Lifelong bilingualism is a complex individual process, and many factors seem to influence this and need to be further investigated. This can be best achieved through large longitudinal studies with objective behavioral and neuroimaging measurements. In conclusion, although some evidence was found for a cognitive reserve-enhancing effect of lifelong bilingualism and protection against dementia, to date, no firm conclusions can be drawn

Schizophrenia and Sleep Disorders: An Introduction

This editorial is an introduction to the special issue ‘Schizophrenia and Sleep Disorders’.[…

Transcranial magnetic stimulation research on reading and dyslexia: a new clinical intervention technique for treating dyslexia?

Nowadays, several noninvasive neuroimaging techniques, including transcranial magnetic stimulation (TMS), exist. The working mechanism behind TMS is a rapidly changing magnetic field that generates an electric current via electromagnetic induction. When the coil is placed on the scalp, the magnetic field generates a physiological reaction in the underlying neural tissue. The TMS-induced change in the participant’s behavior is used by researchers to investigate the causal relations between specific brain areas and cognitive functions such as language. A variant of TMS has been developed, which is called rapid-rate TMS (rTMS). In this review, three databases (Medline, Educational Resources Information Center, and Scopus) were searched for rTMS studies on normal reading and dyslexia with a cut-off date of October 31, 2014. rTMS was found to be a valuable tool for investigating questions related to reading research, both on the word and the sentence level. Moreover, it can be successfully used in research on dyslexia. Recently, (high-frequency) rTMS has been used as a “clinical” intervention technique for treating dyslexia and for improving reading performance by exciting underactive reading pathways in the brain. Finally, we end the paper with a discussion of future directions in the field of rTMS research and dyslexia, for instance, the promising prospect of combining TMS with simultaneous electroencephalographic imaging