ArticleDevelopmental psychology2018
Changes in executive function over time in bilingual and monolingual school-aged children.
Article in Developmental psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 2 of them syntheses that pooled it.
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Who cites it
13 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The Bilingual Advantage in Children's Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review.Psychological science · 2021Pooled it
- The Impact of Bilingualism on Executive Functions in Children and Adolescents: A Systematic Review Based on the PRISMA Method.Frontiers in psychology · 2020Pooled it
- Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Language switching ability and executive function development in English learners: a longitudinal investigation of bilingual cognitive control.BMC psychology · 2025Article
- The impact of bilingualism and code-switching on executive function performance.Frontiers in psychology · 2025Article
- Multilingualism impacts children's executive function and core autism symptoms.Autism research : official journal of the International Society for Autism Research · 2024Article
- The Effects of Language Background and Parental Education on Measures of Cognitive Ability: An Analysis of the WPPSI-IV Cognitive Profiles of Monolingual, Simultaneous Bilingual, and Sequential Bilingual German Children Aged 4 to 7 Years.Children (Basel, Switzerland) · 2024Article
- Executive control throughout elementary school: Factor structure and associations with early childhood executive control.Developmental psychology · 2022Article
- Majority language skill, not measures of bilingualism, predicts executive attention in bilingual children.Journal of experimental child psychology · 2022Article
- Measures of Bilingual Cognition - From Infancy to Adolescence.Journal of cognition · 2021Article
- A Bilingual Advantage? An Appeal for a Change in Perspective and Recommendations for Future Research.Behavioral sciences (Basel, Switzerland) · 2019Review
- Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start.Early education and development · 2019Article
- Longitudinal Development of Memory for Temporal Order in Early to Middle Childhood.The Journal of genetic psychologyArticle
Corrections and comments
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3 authors.
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Abstract
We examined the development of 3 executive function (EF) components-inhibition, updating, and task shifting-over time in monolingual and bilingual school-age children. We tested 41 monolingual and 41 simultaneous bilingual typically developing children (ages 8-12) on nonverbal tasks measuring inhibition (the Flanker task), updating (the Corsi blocks task), and task shifting (the Dimensional Change Card Sort task; DCCS) at 2 time points, 1 year apart. Three indexes of task shifting (shifting, switching, and mixing costs) were derived from the DCCS task. The 2 groups did not differ in their development of updating, but did demonstrate distinct patterns of development for inhibition. Specifically, while the bilingual group demonstrated a steep improvement in inhibition from Year 1 to Year 2, the monolingual group was characterized by stable inhibition performance over this time period. The 2 groups did not differ in their developmental patterns for shifting and switching costs, but for mixing costs, the bilingual children outperformed the monolingual children in both years. Together, the findings indicate that bilingual experience may modulate the developmental rates of some components of EF but not others, resulting in specific EF performance differences between bilinguals and monolinguals only at certain developmental time points. (PsycINFO Database Record
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