Mariana Vega-Mendoza

The impact of late, non-balanced bilingualism on cognitive performance

We present a study examining cognitive functions in late non-balanced bilinguals with different levels of second language proficiency. We examined in two experiments a total of 193 mono- and bilingual university students. We assessed different aspects of attention (sustained, selective and attentional switching), verbal fluency (letter and category) as well as picture-word association as a measure of language proficiency. In Experiment 2 we also compared students in their first/initial (Y1) and fourth/final (Y4) year of either language or literature studies. There were no differences between both groups in category fluency. In selective attention, bilinguals outperformed monolinguals in Y1 and this difference remained significant in Y4 despite overall improvement in both groups. Contrasting results were found in attentional switching and letter fluency: while no differences were found in Y1 in both tasks, in Y4 there was an advantage for bilinguals in attentional switching and for monolinguals in letter fluency. We conclude that overall late-acquisition non-balanced bilinguals experience similar cognitive effects as their early-acquisition balanced counterparts. However, different cognitive effects may appear at different stages of adult second language acquisition.

Never too late? An advantage on tests of auditory attention extends to late bilinguals

Recent studies, using predominantly visual tasks, indicate that early bilinguals tend to outperform monolinguals on attention tests. It remains less clear whether such advantages extend to those bilinguals who have acquired their second language later in life. We examined this question in 38 monolingual and 60 bilingual university students. The bilingual group was further subdivided into early childhood (ECB), late childhood (LCB), and early adulthood bilinguals (EAB). The assessment consisted of five subtests from the clinically validated Test of Everyday Attention (TEA). Overall, bilinguals outperformed monolinguals on auditory attention tests, but not on visual search tasks. The latter observation suggests that the differences between bilinguals and monolinguals are specific and not due to a generally higher cognitive performance in bilinguals. Within the bilingual group, ECB showed a larger advantage on attention switching, LCB/EAB on selective attention. We conclude that the effects of bilingualism extend into the auditory domain and are not confined to childhood bilinguals, although their scope might be slightly different in early and late bilinguals.

Novelty, Challenge, and Practice: The Impact of Intensive Language Learning on Attentional Functions.

We investigated the impact of a short intensive language course on attentional functions. We examined 33 participants of a one-week Scottish Gaelic course and compared them to 34 controls: 16 active controls who participated in courses of comparable duration and intensity but not involving foreign language learning and 18 passive controls who followed their usual routines. Participants completed auditory tests of attentional inhibition and switching. There was no difference between the groups in any measures at the beginning of the course. At the end of the course, a significant improvement in attention switching was observed in the language group (p < .001) but not the control group (p = .127), independent of the age of participants (18–78 years). Half of the language participants (n = 17) were retested nine months after their course. All those who practiced Gaelic 5 hours or more per week improved from their baseline performance. In contrast, those who practiced 4 hours or fewer showed an inconsistent pattern: some improved while others stayed the same or deteriorated. Our results suggest that even a short period of intensive language learning can modulate attentional functions and that all age groups can benefit from this effect. Moreover, these short-term effects can be maintained through continuous practice.

Social and linguistic cues facilitate children’s register comprehension

Speakers must command different linguistic registers to index various social-discourse elements, including the identity of the addressee. Previous work found that English-learning children could link registers to appropriate addressees by 5 years. Two experiments found that better cues to the linguistic form or to the social meaning of register could improve 3-year-old children’s ability to access their knowledge of register. Experiment 1 contrasted children acquiring English and Spanish, as Spanish provides more consistent grammatical cues to register through its pronoun system than English does. The Spanish-learning children showed earlier success in a forced-choice comprehension task. Experiment 2 provided English-learning children with enhanced cues to register’s social meaning and also found improved performance. These results suggest that the underlying knowledge about register is available from an early age, but can be accessed only with sufficiently strong cues.

Production and integrated training of adjectives in three individuals with nonfluent aphasia

Background: Current research in theoretical linguistics, experimental psychology, and clinical aphasiology suggests that adjective training may facilitate unique aspects of language production and functional communication in persons with aphasia. Although considerable research has been devoted to treatments targeting nouns and verbs, there has been relatively little treatment research directed towards adjectives. Aims: The goal of this study was to further investigate the viability of adjective training in aphasia by applying an integrated treatment approach targeting adjective production in the context of single word, sentence, and discourse levels of communication. Specific objectives were to quantify baseline adjective production, acquisition of target structures, and treatment generalisation effects. Method: A single-participant multiple-baseline design was used to evaluate treatment effects in three individuals with nonfluent chronic aphasia. A battery of experimental measures and standardised tests was also administered pre- and post-treatment to assess baseline performance and generalisation effects extending to adjectives, other parts of speech, sentence processing, and discourse production. Outcomes & Results: Two of the three participants acquired the target structures and maintained criterion performance levels 1 month after treatment. In spite of differences in baseline performance and responsiveness to treatment, all three participants demonstrated significant gains on standardised measures of language production. Conclusions: Findings add to existing literature supporting the viability of adjective training for individuals with aphasia. Participant characteristics and treatment factors that may contribute to variable outcomes are also discussed.