Bilingualism in development: Language, literacy, and cognition.

By Ellen Bialystok. 2001

1,858 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/024ef603980fc3d1e23940fd7adbbb3ee1da3b5f

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In Developmental and Educational Psychology

Citations in the corpus

Dual language exposure and early bilingual development* (2011, background): “Furthermore, the conclusion that there is no effect of bilingualism on vocabulary development conflicts with the outcome of a reanalysis of the original data in Pearson and Fernández (1994) (Bialystok, 2001; Bialystok & Feng, 2011) and with the results of more recent, larger-sample studies which hav”
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach (2016, background): “First, languages are not stored separately in the brain; they are connected in multiple ways and influence one another in a dynamic system (Bialystok, 2001; Cook, 1992; Herdina & Jessner, 2002).”
The development of two types of inhibitory control in monolingual and bilingual children* (2008, background): “…early bilingualism and constant daily use of two or more languages leads to precocious development of certain cognitive processes for children (review in Bialystok, 2001), advantages that persist across the lifespan (Bialystok, Craik, Klein and Viswanathan, 2004; Bialystok, Craik and Ryan, 2006).”
Development of Reading in Grades K–2 in Spanish–Speaking English–Language Learners (2004, background): “A limitation of the present study is that receptive language generally progresses more quickly than expressive language in second-language learners (Bialystok, 2001).”
Understanding the Consequences of Bilingualism for Language Processing and Cognition (2013, methodology): “Even though Stroop performance is different for monolingual and bilingual participants (Bialystok, Craik, & Luk, 2008), the cognitive differences between monolinguals and bilinguals are not properly captured by reference to an analytic interpretation of the Stroop effect. In other words, cognitive d”
Living at the Crossroads of Cultural Worlds: The Experience of Normative Conflicts by Second Generation Immigrant Youth (2010, background): “and the cognitive processing of this knowledge can be influenced by language (Bialystock, 2001). In their investigation of identities based on ethnicity and language, Clément and Noels (1992) have referred to the context-dependent phenomenon of identity as a situated identity.”
Phonetic learning as a pathway to language: new data and native language magnet theory expanded (NLM-e) (2008, background): “also predicts that attentional or inhibitory cognitive processes needed for such perceptual switching would be enhanced in bilingual infants (Bialystok 2001; Conboy & Mills 2006).”
Social factors in childhood bilingualism in the United States (2007, background): “It is also good because there are cognitive, social, and affective benefits for the child from being bilingual (Bialystok, 2001; Bialystok & Senman, 2004; Cummins, 1976; Pearson, in press).”
The effect of bilingualism on creativity: Developmental and educational perspectives (2013, background): “Research by Bialystok (2001, 2005, 2009) has pointed to an advantage among bilingual children in developing control processes and in processing complex stimuli in tasks that require executive processing for conflict resolution, including switching and updating, even when no inhibition appears to be…”
Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years (2010, background): “Research has shown for some time that bilingual children typically develop certain types of cognitive fl exibility and metalinguistic awareness earlier and better than their monolingual peers (e.g., Bialystok, 2001; Cummins, 2000; King & Mackey, 2007).”
Scalar implicatures in second language acquisition (2010, neutral): “Bialystok (2001), Bialystok and Senman (2004), Bialystok and Martin (2004) and others have shown that bilinguals often exhibit significantly superior executive functioning and attentional abilities that are associated with better responses on metacognitive and metalinguistic tasks.”