Bilingualism, social cognition and executive functions:A tale of chickens and eggs

AbstractThe influence of bilingualism on cognitive functioning is currently a topic of intense scientific debate. The strongest evidence for a cognitive benefit of bilingualism has been demonstrated in executive functions. However, the causal direction of the relationship remains unclear: does learning other languages improve executive functions or are people with better executive abilities more likely to become bilingual?To address this, we examined 90 male participants of the Lothian Birth Cohort 1936; 26 were bilingual, 64 monolingual. All participants underwent an intelligence test at age 11 years and were assessed on a wide range of executive and social cognition tasks at age 74. The only notable differences between both groups were found for the Simon Effect (which indexes stimulus-response conflict resolution; β=−.518, p=0.025) and a trend effect for the Faux Pas task (a measure of complex theory of mind; ToM, β=0.432, p=0.060). Controlling for the influence of childhood intelligence, parental and own social class significantly attenuated the bilingual advantage on the Faux Pas test (β=0.058, p=0.816), whereas the Simon task advantage remained (β=−.589, p=0.049).We find some weak evidence that the relationship between bilingualism and cognitive functions may be selective and bi-directional. Pre-existing cognitive and social class differences from childhood may influence both ToM ability in older age and the likelihood of learning another language; yet, bilingualism does not appear to independently contribute to Faux Pas score. Conversely, learning a second language is related to better conflict processing, irrespective of initial childhood ability or social class

Visual Context Modulates L2 Long‐Term Structural Priming for the Chinese Ba

This study investigates how visual context influences second language (L2) long‐term structural priming for the Chinese ba construction. The experiment consisted of a baseline phase, an exposure phase, an immediate posttest, and a delayed posttest. L2 Chinese learners (N = 120) were assigned to 1 of 4 groups for the exposure manipulation. The 3 experimental groups were exposed to simultaneous text and audio stimuli using the ba construction, accompanied by different visual contexts: a TV episode for the video group, isolated pictures for the picture group, and no nonlinguistic context for the text group. The picture and the video groups showed a greater increase in production of the ba construction from the baseline to the immediate posttest than the text group, but only the video group continued producing higher rates of the ba construction in the delayed posttest after a 3‐day interval. The production of the ba construction remained unchanged for the control group throughout the experiment. We conclude that visual context enhances L2 structural priming and that the continuous video context can support long‐term priming effects. This is the first study to directly compare the magnitude of L2 long‐term structural priming in different visual contexts, shedding light on the mechanism by which context facilitates L2 learning.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/168506/1/modl12715_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/168506/2/modl12715.pd