In two experiments, we examined inhibitory control processes in three groups of bilinguals and trilinguals that differed in nonnative language proficiency and language learning background. German 5- to 8-year-old second-language learners of English, German-English bilinguals, German-English-Language X trilinguals, and 6- to 8-year-old German monolinguals performed the Simon task and the Attentional Networks Task (ANT). Language proficiencies and socioeconomic status were controlled. We found that the Simon effect advantage, reported in earlier research for bilingual children and adults over monolinguals, differed across groups, with bilinguals and trilinguals showing enhanced conflict resolution over monolinguals and marginally so over second-language learners. In the ANT, bilinguals and trilinguals displayed enhanced conflict resolution over second-language learners. This extends earlier research to child second-language learners and trilinguals, who were in the process of becoming proficient in an additional language, while corroborating earlier findings demonstrating enhanced executive control in bilinguals assumed to be caused by continuous inhibitory control processes necessary in competition resolution between two (or possibly more) languages. The results are interpreted against the backdrop of the developing language systems of the children, both for early second-language learners and for early bilinguals and trilinguals.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/j.jecp.2012.06.013 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Self-imposed pressure or joyful learning: emotions of Chinese as a foreign language learners in feedback on academic writing.
Front Psychol
January 2025
School of Chinese as a Second Language, Faculty of Humanities, Peking University, Beijing, China.
Although writing feedback is widely believed to elicit a range of emotions, studies on the emotional experiences of L2 students with this teaching and learning tool, as well as their regulation strategies, remain largely underexplored. Drawing on the analytical framework of academic emotions from the perspective of positive psychology, this study examines two Chinese as foreign language (CFL) students' emotional reactions to their teacher's oral and written feedback and their emotion regulation strategies. The main data includes interviews, retrospective oral reports, students' reflection journals, academic writings, and teacher feedback.
View Article and Find Full Text PDFWhat sustain Chinese adult second language (L2) learners' engagement in online classes? A sequential mix-methods study on the roles of L2 motivation and enjoyment.
PLoS One
January 2025
School of Politics and Public Administration, South China Normal University, Guangdong, China.
Recent research has integrated positive psychology with the Second Language Motivational Self System (L2MMS) to explore how enjoyment, L2 self-guides (including ideal L2 self and ought-to L2 self), and engagement interact among school-aged second-language (L2) learners. However, there is a significant gap in understanding these dynamics among adult learners, particularly those who primarily learn a second language online-a group that has been largely overlooked. To address this gap, our study examined the underlying mechanisms connecting these constructs.
View Article and Find Full Text PDFJapanese-as-a-foreign-language acquisition affects native Chinese lexical processing among Chinese learners.
Front Psychol
January 2025
School of Japanese and International Studies, Beijing Centre for Japanese Studies, Beijing Foreign Studies University, Beijing, China.
Existing research has primarily focused on the influence of the native language on second language (L2) acquisition and processing, with less attention given to whether L2 acquisition affects native language processing. This study examines Chinese learners of Japanese, focusing on the orthographic and phonological similarities between two-character words in Chinese and Japanese. It investigates how these similarities affect native Chinese lexical processing at intermediate and advanced stages of Japanese learning and explores the predictive effect of L2 lexical processing efficiency on native language lexical processing efficiency at different stages of L2 learning.
View Article and Find Full Text PDFAn Exploratory Investigation of Heritage and Educational Language Exposures as Factors in Medical Student Spanish Language Proficiency.
J Gen Intern Med
January 2025
Hospital Medicine Service, Immigrant Health and Cancer Disparities Service, Departments of Medicine and Psychiatry and Behavioral Sciences, Memorial Sloan Kettering Cancer Center, New York, NY, USA.
Background: Prior to enrolling in medical Spanish courses, students typically acquire their Spanish skills either through formal second language education only (L2 learners) or by being exposed to Spanish during childhood at home (heritage learners).
Objective: To categorize the language exposures of medical students who participated in a medical Spanish course and explore the associations of exposures with their medical language proficiency score on the Physician Oral Language Observation Matrix (POLOM).
Setting And Participants: Forty-one fourth-year medical students (2021-2022) self-reported demographics and prior language exposures and participated in videorecorded POLOM-rated Spanish standardized patient encounters.
A longitudinal analysis of physical exercise in shaping language learners' emotional well-being: a comparative analysis between L1 and L2 students.
BMC Psychol
January 2025
General Studies Department, Applied Science University, Manama, Bahrain.
Background: Students' psychological wellness is one of the key elements that improve their well-being and shape their academic progress in the realm of language learning. Among various strategies, physical exercise emerges as an effective approach, allowing learners to manage their emotions considerably.
Methods: Employing a quasi-experimental research design, this study examines the impact of a three-month physical running exercise intervention on emotional regulation behaviors among L1 (Arabic language) and L2 (English as a foreign language learning) students.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!