Consequences of Bilingualism for Cognitive Development.

By Ellen Bialystok. 2005

237 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0b6379edc2b55db0cbbfc49d0c8dd128469c9df8

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Citations in the corpus

A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism (2010, background): “…skills because of their ability to selectively attend to relevant information and disregard misleading information (Bamford & Mizokawa, 1991; Bialystok, 1999, 2001a, 2005; Bialystok & Majumber, 1998; Duncan, 2005; Stephens, 1997) and may be able to use this selectivity to succeed at…”
The effect of bilingualism on creativity: Developmental and educational perspectives (2013, methodology): “…intelligence, but there is abundant, albeit controversial, evidence of negative, positive, or neutral influence of bilingualism on the development of different specific cognitive abilities and processes, including different forms of creativity (Bialystok, 2005; Ricciardelli, 1992a; Simonton, 2008).”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, unknown): “Bilingual children and adults reliably show superior performance on a range of tasks related to executive function and attentional control (Akhtar & Menjivar, 2012; Bialystok, 2005, 2009; Bialystok, Craik, & Freedman, 2007; Wodniecka, Craik, Luo, & Bialystok, 2010).”
Achievement in predominantly low SES/Hispanic dual language schools (2010, background): “…for bilingualism, evidence is much stronger for advantages in specific domains such as metacognition, and especially for tasks that require mental flexibility and creativity (Ricciardelli 1992), which in turn entail increased attention focus and ignoring of misleading information (Bialystok 2005).”
Juggling Two Languages in One Mind (2008, background): “Bilingual advantages have been reported across a range of control functions, including attentional and inhibitory control (Bialystok, Craik, Klein, & Viswanathan, 2004; Bialystok, Martin, & Viswanathan, 2005; Bialystok, Craik, & Ryan, 2006; Bialystok & Martin, 2004; Bialystok & Viswanathan, 2009), c”
Dual language exposure and early bilingual development* (2011, background): “This is surprising in the context of other evidence that bilingualism is associated with cognitive advantages from infancy through old age (Bialystok, 2005; 2007; Kovács & Mehler, 2009b) and that adolescents who are proficient in their family’s heritage languages enjoy psychosocial and academic bene”
Conceptual transfer: Crosslinguistic effects in categorization and construal* (2010, background): “, Slobin, 2004, 2005, 2006), and this is also true of most of the work in this line of research, including the articles in the present issue by Brown and Gullberg, and by Daller, Treffers-Daller and Furman. The article in the present issue by Flecken is also explicitly tied to Slobin’s thinking-for-”
The effect of linguistic proficiency, age of second language acquisition, and length of exposure to a new cultural environment on bilinguals' divergent thinking (2008, background): “During the past few decades research in the area of cognitive development of bilinguals has made tremendous progress and there is evidence supporting the notion that speaking two languages extends rather than diminishes the bilingual individual’s cognitive capacities (e.g., Hakuta and Diaz, 1985; Ri”
Converging Trajectories (2011, result): “…may bring hidden strengths and unacknowledged advantages to the process of reading development, a hypothesis consistent with research conducted by Bialystok (1988, 2005) and others that emphasizes the cognitive benefits of bilingualism (for a review, see Adesope, Lavin, Thompson, & Ungerleider,…”
Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency (2006, background): “There is also recent evidence, suggesting that a life time of bilingualism itself confers advantages to cognitive processing and executive control (e.g., Bialystok, 2005; Bialystok et al., 2005).”
What causes the bilingual disadvantage in verbal fluency?: The dual-task analogy (2010, methodology): “Similarly, older bilinguals outperformed agematched monolinguals on a Simon task (Bilaystok, Craik, Klein and Viswanathan, 2004; see also Bialystok, Craik and Ryan, 2006; Craik and Bialystok, 2006; Bialystok, 2005), in which participants attempt to follow a rule (e.”
Individual differences in inhibitory control relate to bilingual spoken word processing* (2013, background): “…that bilinguals face during language processing, such as inhibiting within- and cross-language competition during spoken language processing (e.g., Bialystok, 2005, Chapter 20; Kroll, 2008; see Hervais-Adelman, Moser-Mercer, & Golestani, 2011, for a review of neuroimaging and neuropsychology…”
More use almost always a means a smaller frequency effect: Aging, bilingualism, and the weaker links hypothesis. (2008, background): “The assumption of between language interference is also needed to explain the various bilingual processing advantages over monolinguals in ability to resolve response conflict in non-linguistic tasks (for reviews see Bialystok, 2005; Bialystok & Feng, in press).”
Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech (2006, background): “Costa and Santesteban, 2004; see also Bialystok, 2005, for evidence on the consequences of bilingualism for executive function). Language proficiency and dominance may be modeled most easily as frequency phenomena, with comparisons of L1 vs. L2 resembling comparisons of high and low frequency words,”