Table of contents
Acknowledgments
ix–x
About the editor
xi–xii
About the contributors
xiii–xviii
Part I: Introduction
Cognitive and neurocognitive implications of language control and multilingualism
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 data
11–46
Chapter 2. Listening with your cohort
Do bilingual toddlers co-activate cohorts from both languages when hearing words in one language alone?
47–70
Chapter 3. The role of executive function in the perception of L2 speech sounds in young balanced and unbalanced dual language learners
71–96
Chapter 4. Are cognate words “special”?
On the role of cognate words in language switching performance
97–126
Chapter 5. Action speaks louder than words, even in speaking
The influence of (no) overt speech production on language switch costs
127–144
Chapter 6. Influence of preparation time on language control
A trilingual digit-naming study
145–171
Chapter 7. When L1 suffers
Sustained, global slowing and the reversed language effect in mixed language context
171–192
Chapter 8. Effects of cognitive control, lexical robustness, and frequency of codeswitching on language switching
193–216
Chapter 9. The locus of cross-language activation
ERP evidence from unbalanced Chinese-English bilinguals
217–238
Chapter 10. Syntactic interference in bilingual naming during language switching
An electrophysiological study
239–270
Chapter 11. Multi-component perspective of cognitive control in bilingualism
271–296
Part III: Consequences of multilingualism
Chapter 12. The bilingual advantage in the auditory domain
New directions in methodology and theory
299–322
Chapter 13. Executive functions in bilingual children
Is there a role for language balance?
323–350
Chapter 14. Home language usage and executive function in bilingual preschoolers
351–374
Chapter 15. Cognitive mechanisms underlying performance differences between monolinguals and bilinguals
375–396
Chapter 16. Time course differences between bilinguals and monolinguals in the Simon task*
397–426
Chapter 17. Top down influence on executive control in bilinguals
Influence of proficiency*
427–450
Index
451–454
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