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Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control
Although extensive research has been done to compare monolingual and bilingual children’s executive function, there are fewer studies that look at the relation between bilingual children’s languages and executive function. The purpose of this study was two-fold; first, to compare inhibitory control...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2021
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8358122/ https://www.ncbi.nlm.nih.gov/pubmed/34393890 http://dx.doi.org/10.3389/fpsyg.2021.648100 |
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author | Salwei, Ashley Marie de Diego-Lázaro, Beatriz |
author_facet | Salwei, Ashley Marie de Diego-Lázaro, Beatriz |
author_sort | Salwei, Ashley Marie |
collection | PubMed |
description | Although extensive research has been done to compare monolingual and bilingual children’s executive function, there are fewer studies that look at the relation between bilingual children’s languages and executive function. The purpose of this study was two-fold; first, to compare inhibitory control (executive function) in monolingual and bilingual children and second, to determine what vocabulary measure (dominant vs. non-dominant language) was related to inhibitory control in bilingual children. Twenty monolingual (English) and 20 bilingual (English-Spanish) children between the ages of 8 and 12 completed a vocabulary test (in English and Spanish) and an inhibitory control task (the flanker task). Analysis of Covariances (ANCOVAs) revealed no significant differences between monolingual and bilingual children in reaction time (RT) or accuracy in the flanker task after controlling for maternal education. Partial correlations controlling for age showed that English expressive vocabulary (dominant language), but not Spanish, was positively correlated with inhibitory control (larger vocabulary and better inhibitory control), suggesting that bilingual children may use their dominant language to self-regulate over their non-dominant language, increasing the inhibitory control associated to the dominant language. |
format | Online Article Text |
id | pubmed-8358122 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-83581222021-08-13 Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control Salwei, Ashley Marie de Diego-Lázaro, Beatriz Front Psychol Psychology Although extensive research has been done to compare monolingual and bilingual children’s executive function, there are fewer studies that look at the relation between bilingual children’s languages and executive function. The purpose of this study was two-fold; first, to compare inhibitory control (executive function) in monolingual and bilingual children and second, to determine what vocabulary measure (dominant vs. non-dominant language) was related to inhibitory control in bilingual children. Twenty monolingual (English) and 20 bilingual (English-Spanish) children between the ages of 8 and 12 completed a vocabulary test (in English and Spanish) and an inhibitory control task (the flanker task). Analysis of Covariances (ANCOVAs) revealed no significant differences between monolingual and bilingual children in reaction time (RT) or accuracy in the flanker task after controlling for maternal education. Partial correlations controlling for age showed that English expressive vocabulary (dominant language), but not Spanish, was positively correlated with inhibitory control (larger vocabulary and better inhibitory control), suggesting that bilingual children may use their dominant language to self-regulate over their non-dominant language, increasing the inhibitory control associated to the dominant language. Frontiers Media S.A. 2021-07-29 /pmc/articles/PMC8358122/ /pubmed/34393890 http://dx.doi.org/10.3389/fpsyg.2021.648100 Text en Copyright © 2021 Salwei and de Diego-Lázaro. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Salwei, Ashley Marie de Diego-Lázaro, Beatriz Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control |
title | Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control |
title_full | Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control |
title_fullStr | Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control |
title_full_unstemmed | Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control |
title_short | Does Language Make a Difference? A Study of Language Dominance and Inhibitory Control |
title_sort | does language make a difference? a study of language dominance and inhibitory control |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8358122/ https://www.ncbi.nlm.nih.gov/pubmed/34393890 http://dx.doi.org/10.3389/fpsyg.2021.648100 |
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