Cognitive Effects of Bilingualism: How Linguistic Experience Leads to Cognitive Change

By Ellen Bialystok. 2007

378 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e0a1b7ecde44ad84ea3df0f96734e5bb963fc583

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

Citations in the corpus

Achievement in predominantly low SES/Hispanic dual language schools (2010, background): “…should be educated in an English-only environment, as demonstrated by English-only legislation in several states, other educators, psychologists, and neurologists have shown that bilingualism can enhance cognitive and academic functioning in children and adults (e.g. Bialystok 2007; Lambert 1987).”
The interface between bilingual development and specific language impairment (2010, background): “Research has shown that bilingual children have some superior executive functions, one consequence of which is enhanced attentional control, which can be manifested in enhanced metalinguistic awareness (Bialystok, 2007).”
The home language environment of monolingual and bilingual children and their language proficiency (2009, background): “It has been noted that bilinguals’ combined L1 and L2 vocabulary often exceeds that of monolinguals (Oller, Pearson, & Cobo-Lewis, 2007; Vermeer, 1992), that the conceptual knowledge basis built up in L1 facilitates learning of L2 (Cummins, 1991; Genesee, Paradis, & Crago, 2004; Kroll & de Groot, 20”
Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background (2016, methodology): “Several studies have shown that bilingual children generally perform better than monolingual children on executive control tasks, working memory, metalinguistic awareness, abstract and symbolic representation skills, and spatial perspective taking (Adesope, Lavin, Thompson, & Ungerleider, 2010; Bara”
Bilingual Children's Acquisition of English Verb Morphology: Effects of Language Exposure, Structure Complexity, and Task Type (2010, background): “Experimental evidence with adult bilinguals has shown that the lexical and phonological systems of both languages can be activated in speech production, even when the conversation is ostensibly in one language (Bialystok, 2007; Costa, 2004; Grosjean, 2001).”
Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, background): “Moreover, maintenance and development of both languages over time is associated with a range of academic, linguistic, and cognitive advantages (Cummins 2000; Bialystok 2007).”
Is there a relation between onset age of bilingualism and enhancement of cognitive control?* (2011, background): “First, the correlation between age of becoming actively bilingual and English proficiency is consistent with a large-scale study of over two million participants reported by Hakuta, Bialystok and Wiley (2003) in which increased age of L2 acquisition was associated with decreased L2 proficiency acros”