Individual differences in language experience and bilingual autobiographical memory

Abstract

Purpose: This study investigates factors underlying recall of autobiographical memories by considering multiple dimensions of bilingualism (e.g., proficiency, frequency of use), rather than treating it as a monolithic construct. Specifically, we investigated what factors predicted recall of memories in which the language of encoding did not match the language of the task, a recall phenomenon that, by definition, only occurs with bilingual individuals. Design: Spanish/English heritage bilinguals viewed cue words in English to prompt recall of autobiographical memories and narrated those memories out loud, then stated in what language the original events had occurred. Data and Analysis: The dataset consists of 18 narratives from each of 37 participants. Mixed-effects models determined which aspects of the heritage bilingual experience predicted recall of memories in which language of encoding and task did not match. Findings/Conclusions: More frequent use of Spanish and having been born outside the USA predicted more Spanish-language memories retrieved in an English-language task. Interestingly, Spanish proficiency, English age of acquisition, and the type of cue word (object, action, or emotion) did not have effects. Results are discussed in terms of language use and language skill, as well as the importance of considering the specific nature of the bilingual experience. Originality: This study follows calls to take a multifaceted approach to empirical studies of bilingualism and is innovative in its use of mixed-level models to do so. Significance/Implications: By analyzing multiple factors that contribute to bilingual experiences, we are able to better state what exactly it is about bilinguals that affects – or does not affect – cognition, including autobiographical memory. The results will allow us to be more precise in advising policy and practice, such as in bilingual education.