The relationship between bilingualism and the development of cognitive processes in problem-solving
Abstract
Abstract This study examined the effects of differing degrees of bilingualism on the nonverbal problemsolving abilities of children in grade 3. Three linguistic groups were compared on problem-solving tasks designed to measure control of attention or analysis of knowledge, processes previously shown to develop differently in monolingual and bilingual children solving linguistic problems (Bialystok, 1988). In this study, an English-speaking monolingual group was compared with a French–English bilingual group and a Bengali-English bilingual group. All of the children in the study were similar except for their language background. Tests of language proficiency confirmed that the French-English subjects were balanced bilinguals and that the Bengali-English subjects were partial bilinguals. The balanced French–English bilinguals showed better performance on the non-linguistic tasks requiring control of attention than both the partial bilingual group and the monolingual group. There were no differences found between the groups on the non-linguistic task requiring analysis of representational structures. These results indicate that balanced bilinguals carry over their linguistic advantage in control of attention into the non-linguistic domain.
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The role of executive functions in bilingual children with reading difficulties
Jalali‐Moghadam, N., & Kormi‐Nouri, R. (2015) · Scandinavian Journal of Psychology · doi:10.1111/sjop.12198 · Cited by 19 · see citing works
Bialystok, E., & Shorbagi, S. H. (2021) · Journal of Cognition and Development · doi:10.1080/15248372.2021.1901711 · Cited by 22 · see citing works
The effect of degrees of bilingualism on metacognitive linguistic skills
Abu‐Rabia, S. (2018) · International Journal of Bilingualism · doi:10.1177/1367006918781060 · Cited by 21 · see citing works
Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children
Abdelgafar, G. M., & Moawad, R. A. (2014) · Journal of Psycholinguistic Research · doi:10.1007/s10936-014-9309-3 · Cited by 19 · see citing works
Effects of Bilinguals’ Controlled-attention on Working Memory and Recognition
Yang, H., Yang, S., Ceci, S. J., & Wang, Q. (2005) · Cited by 17 · see citing works
- Authors
- Bialystok, E., & Majumder, S.
- Affiliations
- York University (CA)
- Corresponding author
- Bialystok, Ellen
- ORCID
- Bialystok, Ellen
- Venue
- Applied Psycholinguistics
- Publisher
- Cambridge University Press (CUP)
- Published
- 1998-01
- Volume
- 19
- Issue
- 1
- Pages
- 69-85
- ISSN
- 0142-7164 (ISSN-L)
- 1469-1817
- OpenAlex
- W2166592985
- Cited by
- 292
- References
- 27
- Citations by year
- 2026: 6 · 2025: 8 · 2024: 8 · 2023: 34 · 2022: 8 · 2021: 18 · 2020: 13 · 2019: 11 · 2018: 9 · 2017: 15 · 2016: 14 · 2015: 16 · 2014: 17 · 2013: 6 · 2012: 20
- FWCI
- 1.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Applied Psycholinguistics (publishedVersion)
- Funders
- Natural Sciences and Engineering Research Council of Canada
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- bilingualism, problem solving, attentional control, cognitive development, children, monolingual children, French-English bilinguals, language transfer
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