Abstract
Both bilingualism and attention contribute to the development of executive functioning (EF), with higher levels of both leading to better outcomes. The present study treats bilingualism and attention as continuous variables to investigate their impact on EF. Eighty-two 9-year-olds who were attending a French school in an anglophone community completed a flanker task. Children's progress in French represented their level of bilingualism, and attention was assessed through a standard standardized instrument. Degree of bilingualism and degree of attention were both positively related to performance, but exposure to a third language in the home did not further affect outcomes.
Original language | English (US) |
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Pages (from-to) | 1106-1111 |
Number of pages | 6 |
Journal | Bilingualism |
Volume | 23 |
Issue number | 5 |
DOIs | |
State | Published - Nov 2020 |
Funding
Acknowledgements. This study was funded by grant R01HD052523 from the US National Institutes of Health to EB. The authors thank Lee Unger, Jasmin Filler, Aram Keyvani Chahi, Ryan Patak, Kornelia Hawrylewicz, and Michelle Goodman for their contributions to this study.
Keywords
- attention
- bilingualism
- executive functions
- flanker task
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Linguistics and Language