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The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review
There is considerable debate about whether bilingual children have an advantage in executive functioning relative to monolingual children. In the current meta-analysis, we addressed this debate by comprehensively reviewing the available evidence. We synthesized data from published studies and unpubl...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8641133/ https://www.ncbi.nlm.nih.gov/pubmed/34213379 http://dx.doi.org/10.1177/0956797621993108 |
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author | Lowe, Cassandra J. Cho, Isu Goldsmith, Samantha F. Morton, J. Bruce |
author_facet | Lowe, Cassandra J. Cho, Isu Goldsmith, Samantha F. Morton, J. Bruce |
author_sort | Lowe, Cassandra J. |
collection | PubMed |
description | There is considerable debate about whether bilingual children have an advantage in executive functioning relative to monolingual children. In the current meta-analysis, we addressed this debate by comprehensively reviewing the available evidence. We synthesized data from published studies and unpublished data sets, which equated to 1,194 effect sizes from 10,937 bilingual and 12,477 monolingual participants between the ages of 3 and 17 years. Bilingual language status had a small overall effect on children’s executive functioning (g = .08, 95% confidence interval = [.01, .14]). However, the effect of language status on children’s executive functioning was indistinguishable from zero (g = −.04) after we adjusted for publication bias. Further, no significant effects were apparent within the executive-attention domain, in which the effects of language status have been hypothesized to be most pronounced (g = .06, 95% confidence interval = [−.02, .14]). Taken together, available evidence suggests that the bilingual advantage in children’s executive functioning is small, variable, and potentially not attributable to the effect of language status. |
format | Online Article Text |
id | pubmed-8641133 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-86411332021-12-04 The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review Lowe, Cassandra J. Cho, Isu Goldsmith, Samantha F. Morton, J. Bruce Psychol Sci General Articles There is considerable debate about whether bilingual children have an advantage in executive functioning relative to monolingual children. In the current meta-analysis, we addressed this debate by comprehensively reviewing the available evidence. We synthesized data from published studies and unpublished data sets, which equated to 1,194 effect sizes from 10,937 bilingual and 12,477 monolingual participants between the ages of 3 and 17 years. Bilingual language status had a small overall effect on children’s executive functioning (g = .08, 95% confidence interval = [.01, .14]). However, the effect of language status on children’s executive functioning was indistinguishable from zero (g = −.04) after we adjusted for publication bias. Further, no significant effects were apparent within the executive-attention domain, in which the effects of language status have been hypothesized to be most pronounced (g = .06, 95% confidence interval = [−.02, .14]). Taken together, available evidence suggests that the bilingual advantage in children’s executive functioning is small, variable, and potentially not attributable to the effect of language status. SAGE Publications 2021-07-02 2021-07 /pmc/articles/PMC8641133/ /pubmed/34213379 http://dx.doi.org/10.1177/0956797621993108 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | General Articles Lowe, Cassandra J. Cho, Isu Goldsmith, Samantha F. Morton, J. Bruce The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review |
title | The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review |
title_full | The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review |
title_fullStr | The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review |
title_full_unstemmed | The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review |
title_short | The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review |
title_sort | bilingual advantage in children’s executive functioning is not related to language status: a meta-analytic review |
topic | General Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8641133/ https://www.ncbi.nlm.nih.gov/pubmed/34213379 http://dx.doi.org/10.1177/0956797621993108 |
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