Cognitive Reserve? Cognitive Capacity!

The concept of cognitive reserve (CR) has been a cornerstone in cognitive aging research, offering a framework to explain how life experiences like education, occupation, bilingualism, and physical exercise may buffer individuals from cognitive decline in the face of aging or neurological disease. However, this paper argues that the CR model, while influential, may have outlived its usefulness due to inherent limitations that constrain future research directions and unintentionally encourage "magical thinking". Specifically, CR's definition, which relies on cognitive performance being "better than expected" based on known measures of brain structure and function, makes the concept temporally bound to current scientific understanding, potentially stifling novel insights into cognition.

The many foibles of Likert scales challenge claims that self-report measures of self-control are better than performance-based measures.

Self-control and executive functioning are often treated as highly related psychological constructs. However, measures of each rarely correlate with one another. This reflects some combination of true separability between the constructs and measurement differences.

Predictions about the Cognitive Consequences of Language Switching on Executive Functioning Inspired by the Adaptive Control Hypothesis Fail More Often than Not.

The adaptive control hypothesis developed by Green and Abutalebi is the most influential theory of bilingual language control. The focus of this article is on the predictions that other researchers have derived based on the three different modes of interactional context described by the hypothesis. Foremost, that dual-language contexts should enhance domain-general executive functions more than single-language contexts.

Autism Traits Predict Self-reported Executive Functioning Deficits in Everyday Life and an Aversion to Exercise.

Are Autism Quotient (AQ) scores related to executive functioning (EF)? We sampled 200 students of normal intelligence and examined the relationship between AQ scores and: (a) 5 self-ratings of EF, (b) 5 performance-based measures of EF, and (c) 5 types of activities or experiences that are assumed to recruit EF and sometimes enhance EF. Our findings reveal that as AQ scores increase, self-rated EF ability decreases. AQ scores and self-reported EF measures do not correlate with objective EF task performance.

On the ambiguity regarding the relationship between sequential congruency effects, bilingual advantages in cognitive control, and the disengagement of attention.

Grundy, Bialystok, and colleagues have reported that at short response-stimulus intervals bilinguals have smaller sequential congruency effects in flanker tasks compared to monolinguals. They interpret these differences to mean that bilinguals are more efficient at disengaging attentional control. Ten empirical studies are presented that show no differences between bilinguals and monolinguals under conditions that produced robust sequential congruency effects.

Interference scores have inadequate concurrent and convergent validity: Should we stop using the flanker, Simon, and spatial Stroop tasks?

Background: Two-hundred one college undergraduates completed four nonverbal interference tasks (Simon, spatial Stroop, vertical Stroop, and flanker) and trait scales of self-control and impulsivity. Regression analyses tested 11 predictors of the composite interference scores derived from three of the four tasks and each task separately. The purpose of the study was to examine the relationships between laboratory measures of self-control, self-report measures, and the degree to which control might be related to extensive experience in activities that logically require self-control.

The alchemy of confirmation bias transmutes expectations into bilingual advantages: A tale of two new meta-analyses.

Five recent meta-analyses of the bilingual advantage in executive functioning hypothesis have converged on the outcome that the mean effect size is very small and that the incidence of statistically significant bilingual advantages is very low (about 15% of all comparisons). Those analyses that used the PET-PEESE method to correct for publication bias show mean effect sizes that are not different from zero and sometimes negative. In contrast, van den Noort and colleagues provide a sixth review of 46 studies published before October 31, 2018, that appears to produce a very different outcome, namely that more than half the studies yield clear support for the bilingual advantage hypothesis.

Other Language Proficiency Predicts Unique Variance in Verbal Fluency Not Accounted for Directly by Target Language Proficiency: Cross-Language Interference?

The purpose of the study was to investigate cross-language effects in verbal fluency tasks where participants name in English as many exemplars of a target as they can in one minute. A series of multiple regression models were used that employed predictors such as self-rated proficiency in English, self-rated proficiency in a language other than English, a picture naming task used to measure productive vocabulary, the percentage of English use, and the frequency of language switching. The main findings showed that self-rated proficiency in the non-English language accounted for unique variance in verbal fluency that was not accounted for directly by self-rated proficiency in English.

Bilingual Advantages in Inhibition or Selective Attention: More Challenges.

A large sample ( = 141) of college students participated in both a conjunctive visual search task and an ambiguous figures task that have been used as tests of selective attention. Tests for effects of bilingualism on attentional control were conducted by both partitioning the participants into bilinguals and monolinguals and by treating bilingualism as a continuous variable, but there were no effects of bilingualism in any of the tests. Bayes factor analyses confirmed that the evidence substantially favored the null hypothesis.

The role of test-retest reliability in measuring individual and group differences in executive functioning.

Background: Studies testing for individual or group differences in executive functioning can be compromised by unknown test-retest reliability.

New Method: Test-retest reliabilities across an interval of about one week were obtained from performance in the antisaccade, flanker, Simon, and color-shape switching tasks. There is a general trade-off between the greater reliability of single mean RT measures, and the greater process purity of measures based on contrasts between mean RTs in two conditions.

Bilingual advantages in executive functioning either do not exist or are restricted to very specific and undetermined circumstances.

The hypothesis that managing two languages enhances general executive functioning is examined. More than 80% of the tests for bilingual advantages conducted after 2011 yield null results and those resulting in significant bilingual advantages tend to have small sample sizes. Some published studies reporting significant bilingual advantages arguably produce no group differences if more appropriate tests of the critical interaction or more appropriate baselines are used.

Bilingual advantages in executive functioning: problems in convergent validity, discriminant validity, and the identification of the theoretical constructs.

A sample of 58 bilingual and 62 monolingual university students completed four tasks commonly used to test for bilingual advantages in executive functioning (EF): antisaccade, attentional network test, Simon, and color-shape switching. Across the four tasks, 13 different indices were derived that are assumed to reflect individual differences in inhibitory control, monitoring, or switching. The effects of bilingualism on the 13 measures were explored by directly comparing the means of the two language groups and through regression analyses using a continuous measure of bilingualism and multiple demographic characteristics as predictors.

There is no coherent evidence for a bilingual advantage in executive processing.

Three studies compared bilinguals to monolinguals on 15 indicators of executive processing (EP). Most of the indicators compare a neutral or congruent baseline to a condition that should require EP. For each of the measures there was no main effect of group and a highly significant main effect of condition.