Working memory in multilingual children: Is there a bilingual effect?
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This research investigates whether early childhood bilingualism affects working memory performance in 6- to 8-year-olds, followed over a longitudinal period of 3 years. The study tests the hypothesis that bilinguals might exhibit more efficient working memory abilities than monolinguals, potentially via the opportunity a bilingual environment provides to train cognitive control by combating interference and intrusions from the non-target language. A total of 44 bilingual and monolingual children, matched on age, sex, and socioeconomic status, completed assessments of working memory (simple span and complex span tasks), fluid intelligence, and language (vocabulary and syntax). The data showed that the monolinguals performed significantly better on the language measures across the years, whereas no language group effect emerged on the working memory and fluid intelligence tasks after verbal abilities were considered. The study suggests that the need to manage several language systems in the bilingual mind has an impact on children's language skills while having little effects on the development of working memory.
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A bilingual advantage is not observed in other executive function domains such as working memory.
“In contrast, it has been suggested that a bilingual advantage is not observed in other EF domains such as working memory”
From Can Bilingualism Mitigate Set-Shifting Difficulties in Children With Autism Spectrum Disorders? (2019) · cites this paper as Engel de Abreu, 2011
Number repetition forward assesses short-term memory, while number repetition backwards assesses both short-term and working memory.
“Number repetition forward is considered a measure of short-term memory, whereas number repetition backwards is a more complex measure that taps into both short-term and working memory (e.g., Eigsti, 2011;Engel de Abreu, 2011).”
From Can Bilingualism Mitigate Set-Shifting Difficulties in Children With Autism Spectrum Disorders? (2019) · cites this paper as Engel de Abreu, 2011
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- Authors
- Engel de Abreu, P. M. J.
- Affiliations
- EMACS Research Unit, University of Luxembourg
- Venue
- Memory
- Publisher
- Informa UK Limited
- Published
- 2011-07
- Volume
- 19
- Issue
- 5
- Pages
- 529-537
- ISSN
- 0965-8211 (ISSN-L)
- 1464-0686
- OpenAlex
- W2076497554
- Cited by
- 200
- References
- 60
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 8 · 2023: 11 · 2022: 21 · 2021: 28 · 2020: 11 · 2019: 17 · 2018: 14 · 2017: 27 · 2016: 15 · 2015: 21 · 2014: 10 · 2013: 5 · 2012: 3
- FWCI
- 11.77
- Type
- journal article
- Language
- en
- Open access
- green
- orbilu.uni.lu
- Licence
- other-oa
- Locations
- Memory (publishedVersion)
- PubMed (publishedVersion)
- Open Repository and Bibliography (University of Luxembourg) (submittedVersion, other-oa)
- Funders
- Université du Luxembourg
- Fonds National de la Recherche Luxembourg
- Economic and Social Research Council
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- working memory, bilingualism, early childhood bilingualism, multilingual children, cognitive control, fluid intelligence, language development, vocabulary, syntax, complex span, bilingual advantage, longitudinal development
- MeSH terms
- Age Factors, Child, Child Language, Child, Preschool, Female, Humans, Intelligence Tests, Language Tests, Longitudinal Studies, Male, Memory, Short-Term, Multilingualism
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