Cognitive Control and Consequences of Multilingualism
Editor
The human mind is a marvelous device that effectively regulates mental activities and facilitates amendable cognitive behaviour across several domains such as attention, memory, and language processing. For multilinguals, the mind also represents and manages more than one language system—a mental exercise which may lead to cognitive benefits. Through an in-depth exploration of these issues, Cognitive Control and Consequences of Multilingualism presents original studies and new perspectives which are cutting-edge and feature traditional and innovative methodologies such as ERPs, fMRIs, eye-tracking, picture- and numeral naming, the Simon, flanker, and oculomotor Stroop tasks, among others. The studies in this book investigate prominent themes in multilingual language control for both comprehension and production and probe the notion of a cognitive advantage that may be a result of multilingualism. The growing number of researchers, practitioners, and students alike will find this volume to be an instrumental source of readings that illuminates how one mind accommodates and controls multiple languages and the consequences it has on human cognition in general.
[Bilingual Processing and Acquisition, 2] 2016. xvii, 453 pp.
Publishing status: Available
© John Benjamins
Table of Contents
-
Acknowledgments | pp. ix–x
-
About the editor | pp. xi–xii
-
About the contributors | pp. xiii–xviii
-
Part I: Introduction
-
Cognitive and neurocognitive implications of language control and multilingualismJohn W. Schwieter and Andrea Hadland | pp. 1–8
-
Part II: Cognitive control and multilingualism
-
Chapter 1. Bilingualism, executive control, and eye movement measures of reading: A selective review and re-analysis of bilingual vs. multilingual reading dataDebra Titone, Veronica Whitford, Agnieszka Lijewska and Inbal Itzhak | pp. 11–46
-
Chapter 2. Listening with your cohort: Do bilingual toddlers co-activate cohorts from both languages when hearing words in one language alone?Susan C. Bobb, Laila Y.D. Nauck, Nicole Altvater-Mackensen, Katie Von Holzen and Nivedita Mani | pp. 47–70
-
Chapter 3. The role of executive function in the perception of L2 speech sounds in young balanced and unbalanced dual language learnersPilar Archila-Suerte, Brandin A. Munson and Arturo E. Hernandez | pp. 71–96
-
Chapter 4. Are cognate words “special”? On the role of cognate words in language switching performanceMikel Santesteban and Albert Costa | pp. 97–126
-
Chapter 5. Action speaks louder than words, even in speaking: The influence of (no) overt speech production on language switch costsAndrea M. Philipp and Iring Koch | pp. 127–144
-
Chapter 6. Influence of preparation time on language control: A trilingual digit-naming studyJulia Festman and Michela Mosca | pp. 145–171
-
Chapter 7. When L1 suffers: Sustained, global slowing and the reversed language effect in mixed language contextIngrid Christoffels, Lesya Ganushchak and Wido La Heij | pp. 171–192
-
Chapter 8. Effects of cognitive control, lexical robustness, and frequency of codeswitching on language switchingJohn W. Schwieter and Aline Ferreira | pp. 193–216
-
Chapter 9. The locus of cross-language activation: ERP evidence from unbalanced Chinese-English bilingualsTaomei Guo and Chunyan Kang | pp. 217–238
-
Chapter 10. Syntactic interference in bilingual naming during language switching: An electrophysiological studyAntoni Rodriguez-Fornells and Thomas F. Münte | pp. 239–270
-
Chapter 11. Multi-component perspective of cognitive control in bilingualismJulia Morales, Carlos J. Gómez-Ariza and M. Teresa Bajo | pp. 271–296
-
Part III: Consequences of multilingualism
-
Chapter 12. The bilingual advantage in the auditory domain: New directions in methodology and theoryJulia Ouzia and Roberto Filippi | pp. 299–322
-
Chapter 13. Executive functions in bilingual children: Is there a role for language balance?Anat Prior, Noa Goldwasser, Rotem Ravet-Hirsh and Mila Schwartz | pp. 323–350
-
Chapter 14. Home language usage and executive function in bilingual preschoolersSibylla Leon Guerrero, Sara A. Smith and Gigi Luk | pp. 351–374
-
Chapter 15. Cognitive mechanisms underlying performance differences between monolinguals and bilingualsJohn G. Grundy and Kalinka Timmer | pp. 375–396
-
Chapter 16. Time course differences between bilinguals and monolinguals in the Simon task*Manjunath Narra, Andrew Heathcote and Matthew Finkbeiner | pp. 397–426
-
Chapter 17. Top down influence on executive control in bilinguals: Influence of proficiency*Ramesh Kumar Mishra and Niharika Singh | pp. 427–450
-
Index | pp. 451–454
“Cognitive control has been instrumental in driving multilingualism research to center stage of cognitive science. Schwieter and other leading scholars present comprehensive and critical analyses of the relationship between cognitive control and bilingual/multilingual experience, using interdisciplinary theories and methodologies to study both children and adults. This is a landmark volume that helps to “turn the hazy views into full pictures” in light of recent debates on bilingualism, control, and neuroplasticity.”
Ping Li, The Pennsylvania State University
“This is the first edited volume on language control in multilinguals and includes experimental and review studies by experts in the fields of multilingualism, bilingualism, and cognitive control. The collection spans multiple methodologies with both children and adults, providing a diverse look at an increasingly-relevant topic in today’s multilingual world.
”
”
Viorica Marian, Northwestern University
“In this volume John W. Schwieter has assembled cutting-edge research by leading scholars on a wide range of issues relating to cognitive control in multilinguals. The methodological and empirical breadth of the studies presented here and the critical reflections on the underlying theories yield a comprehensive set of insights into cognitive control in the bilingual/ multilingual mind. This book is a must-read for students and scholars of multilingualism and cognition.”
Manfred Pienemann, Universität Paderborn
Cited by (13)
Cited by 13 other publications
Von Grebmer Zu Wolfsthurn, Sarah, Anna Gupta, Leticia Pablos & Niels O. Schiller
2023. When left is right: The role of typological similarity in multilinguals’ inhibitory control performance. Bilingualism: Language and Cognition 26:1 ► pp. 165 ff. 
Soesman, Aviva, Joel Walters & Sveta Fichman
2022. Language Control and Intra-Sentential Codeswitching among Bilingual Children with and without Developmental Language Disorder. Languages 7:4 ► pp. 249 ff.
Pastor Cesteros, Susana
2021. Multicompetencia lingüística y cambio de código en el humor infantil. Spanish in Context 18:1 ► pp. 56 ff.
Cuccurullo, Daniela & Letizia Cinganotto
2020. Fostering Cultural Awareness for a Global Competence. In Handbook of Research on Bilingual and Intercultural Education [Advances in Educational Technologies and Instructional Design, ], ► pp. 125 ff.
Santesteban, Mikel & John W. Schwieter
2020. Lexical Selection and Competition in Bilinguals. In Bilingual Lexical Ambiguity Resolution, ► pp. 126 ff.
Ouzia, Julia, Peter Bright & Roberto Filippi
2019. Attentional Control in Bilingualism: An Exploration of the Effects of Trait Anxiety and Rumination on Inhibition. Behavioral Sciences 9:8 ► pp. 89 ff.
Cloutier, Robert, Nuria Yáñez-Bouza, Radosław Święciński, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, Lieselotte Anderwald, Alexander Kautzsch, Sven Leuckert, Tihana Kraš, Alessia Cogo, Tian Gan, Ida Parise & Jessica Norledge
2018. IEnglish Language. The Year's Work in English Studies 97:1 ► pp. 1 ff.
Mishra, Ramesh Kumar
2018. Introduction. In Bilingualism and Cognitive Control, ► pp. 1 ff.
Diamond, Bruce J. & Gregory M. Shreve
2017. Deliberate Practice and Neurocognitive Optimization of Translation Expertise. In The Handbook of Translation and Cognition, ► pp. 476 ff.
Taylor, Shelley K. & Cecelia Cutler
2016. Introduction : Les classes d’accueil et d’immersion : stratégies, pratiques et croyances. The Canadian Modern Language Review 72:4 ► pp. 405 ff.
Taylor, Shelley K. & Cecelia Cutler
2016. Introduction: Showcasing the Translingual SL/FL Classroom: Strategies, Practices, and Beliefs. The Canadian Modern Language Review 72:4 ► pp. 389 ff.
[no author supplied]
[no author supplied]
This list is based on CrossRef data as of 25 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CFD: Psycholinguistics
Main BISAC Subject
LAN009040: LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics / General