• English
    • Norsk
  • English 
    • English
    • Norsk
  • Administration
View Item 
  •   Home
  • Øvrige samlinger
  • Høstingsarkiver
  • CRIStin høstingsarkiv
  • View Item
  •   Home
  • Øvrige samlinger
  • Høstingsarkiver
  • CRIStin høstingsarkiv
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Understudied factors contributing to variability in cognitive performance related to language learning

Long, Madeleine; Vega-Mendoza, Mariana; Rohde, Hannah; Sorace, Antonella; Bak, Thomas
Journal article; AcceptedVersion; Peer reviewed
View/Open
Bilingualism+Language+and+Cognition+201988613.pdf (927.7Kb)
Year
2019
Permanent link
http://urn.nb.no/URN:NBN:no-77666

CRIStin
1743929

Metadata
Show metadata
Appears in the following Collection
  • Institutt for filosofi, ide- og kunsthistorie og klassiske språk [308]
  • CRIStin høstingsarkiv [15190]
Original version
Bilingualism: Language and Cognition. 2019, 1-11, DOI: https://doi.org/10.1017/S1366728919000749
Abstract
While much of the literature on bilingualism and cognition focuses on group comparisons (monolinguals vs bilinguals or language learners vs controls), here we examine the potential differential effects of intensive language learning on subjects with distinct language experiences and demographic profiles. Using an individual differences approach, we assessed attentional performance from 105 university-educated Gaelic learners aged 21–85. Participants were tested before and after beginner, elementary, and intermediate courses using tasks measuring i.) sustained attention, ii.) inhibition, and iii.) attention switching. We examined the relationship between attentional performance and Gaelic level, previous language experience, gender, and age. Gaelic level predicted attention switching performance: those in higher levels initially outperformed lower levels, however lower levels improved the most. Age also predicted performance: as age increased attention switching decreased. Nevertheless, age did not interact with session for any attentional measure, thus the impact of language learning on cognition was detectable across the lifespan.
 
Responsible for this website 
University of Oslo Library


Contact Us 
duo-hjelp@ub.uio.no


Privacy policy
 

 

For students / employeesSubmit master thesisAccess to restricted material

Browse

All of DUOCommunities & CollectionsBy Issue DateAuthorsTitlesThis CollectionBy Issue DateAuthorsTitles

For library staff

Login
RSS Feeds
 
Responsible for this website 
University of Oslo Library


Contact Us 
duo-hjelp@ub.uio.no


Privacy policy