The present studies revealed different factors associated with the reported advantages found in fully bilingual children for metalinguistic awareness and executive control. Participants were 100 children in Study 1 and 80 children in Study 2 in the process of becoming bilingual by attending immersion programs. In both studies, "level of…

The study examined individual differences in code-switching to determine the relationship between code-switching frequency and performance in verbal and non-verbal task switching. Seventy-eight Cantonese-English bilinguals completed a semi-structured conversation to quantify natural code-switching, a verbal fluency task requiring language…

This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124…

Young English-speaking monolingual and bilingual adults were examined for English proficiency, language use history, and performance on a flanker task. The bilinguals, who were about twenty years old, were divided into two groups (early bilinguals and late bilinguals) according to whether they became actively bilingual before or after the age of…

A total of 104 six-year-old children belonging to 4 groups (English monolinguals, Chinese-English bilinguals, French-English bilinguals, Spanish-English bilinguals) were compared on 3 verbal tasks and 1 nonverbal executive control task to examine the generality of the bilingual effects on development. Bilingual groups differed in degree of…

Examines the hypothesis that there are fundamental differences between using language in different situations or for different purposes and that these differences may be accounted for in terms of the requirements of the task to be solved, on the basis of knowledge represented in a particular way. (Author/MES)

A grammaticality judgment test based on five structures of English grammar was administered in oral and written form. Two groups were formed by separating participants who began learning English at younger and older than 15 years of age. Performance patterns were different for the two groups, the linguistic structure tested affected participants'…