The effects of bilingualism on theory of mind development

By P. Goetz. Bilingualism: Language and Cognition, 2003

344 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1cf5b7163a5a62d42a8e77f1dab67489cc847c87

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The Bilingual Adaptation: How Minds Accommodate Experience (2017, background): “Lee and Kim (2011) reported better scores from bilingual children than monolinguals on a standard test of creativity, Adi-Japha, Berberich-Artzi, and Libnawi, (2010) demonstrated more flexibility in a task requiring children to draw an “impossible” object, and Greenberg, Bellana, and Bialystok (2013”
Moving toward a neuroplasticity view of bilingualism, executive control, and aging (2014, neutral): “…control tasks that are less lab-based and more similar to real-world experience (e.g., Noelting’s juice task, theory of mind tasks; Bialystok & Majumder, 1998; Costa, Hernández, & Sebastián-Gallés, 2008; Goetz, 2003; Kovács, 2009; Martin-Rhee & Bialystok, 2008; Yang, Yang, & Lust, 2011).”
Autism Spectrum Disorder and Specific Language Impairment: Overlaps in Syntactic Profiles (2016, background): “Another concern relevant here is that bilingualism has been reported to give rise to better performance on ToM tasks (e.g., Goetz 2003), as well as on tasks of verbal working memory (Blom et al. 2014), the other two factors whose relationship to grammatical knowledge is explored in this study.”
Narrative production in monolingual and bilingual children with specific language impairment (2015, background): “…in TD bilingual children (and more so in bilingual children with SLI), a number of studies have provided evidence in favor of enhanced inhibition and cognitive flexibility (Bialystok, 2011; Foy & Mann, 2013), as well as in ToM and pragmatic abilities among bilinguals (Bialystok, 2009; Goetz, 2003).”
Bilingualism: Consequences for Mind and Brain (2012, background): “This pattern has been confirmed in studies of both children and adults using a flanker task (children: [74, 75]), theory of mind task (children: [76, 77]; adults: [78]), Simon task (children: [79]; adults: [44]).”
Do Bilinguals Have an Advantage in Theory of Mind? A Meta-Analysis (2018, background): “There are three main accounts for why bilingual children might pass Theory of Mind tests earlier than monolinguals: the “executive functioning” account (Goetz, 2003; Bialystok and Senman, 2004; Kovács, 2009; Greenberg et al., 2013), the “metalinguistic awareness” account (Goetz, 2003; Diaz and Farra”
Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms (2007, background): “Bilingual children have been shown to have greater metalinguistic understanding, more cognitive flexibility, better inhibitory control, and greater analogical reasoningskills than theirmonolingual counterparts (Bialystok&Martin,2004;Goetz, 2003; Hakuta & Diaz, 1985; Kozulin, 1988).”
The construct of language proficiency in the study of bilingualism from a cognitive perspective* (2012, methodology): “Many studies using child participants administered the Peabody Picture Vocabulary Test (PPVT) to assess productive vocabulary (Dressler, Carlo, Snow, August & White, 2011; Goetz, 2003; Nicoladis, 2006; Reyes & Hernández, 2006; Uchikoshi, 2006; Yan & Nicoladis, 2009).”
The development of false-belief understanding in Japanese children: Delay and difference? (2006, methodology): “However, the performance of Japanese children differed from that of British, American, and Chinese children in Happé (1995) and Goetz (2003).”
Theory of mind development in Chinese children: a meta-analysis of false-belief understanding across cultures and languages. (2008, background): “Also, children in Hong Kong are more likely to be bilingual (Tardif, Fletcher, Marchman, & Liang, 2006), a factor associated with enhanced false-belief understanding (Goetz, 2003), and yet their developmental timetable is the furthest behind.”
A working memory, not bilingual advantage, in controlled attention (2010, background): “…the measurement of WM becomes particularly relevant since, in studies on the Simon Task, the language abilities of bilingual participants have often not been objectively and thoroughly measured in each language (e.g. Bialystok, Martin, and Viswanathan 2005; Bialystok and Senman 2004; Goetz 2003).”
Finding le mot juste: Differences between bilingual and monolingual children's lexical access in comprehension and production* (2009, background): “…advantages relative to monolingual children in terms of pragmatic use of language (e.g., Comeau, Genesee and Mendelson, 2007), theory of mind (e.g., Goetz, 2003; Berguno and Bowler, 2004), some metalinguistic abilities (e.g., Galambos and GoldinMeadow, 1990), and controlling attention to the…”
Bilingualism: The good, the bad, and the indifferent* (2009, neutral): “This advantage has been demonstrated in other tasks as well, such as theory of mind (Goetz, 2003; Bialystok and Senman, 2004), and reversing ambiguous figures (Bialystok and Shapero, 2005).”