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dc.date.accessioned2020-04-15T19:34:49Z
dc.date.available2020-04-15T19:34:49Z
dc.date.created2019-11-04T15:50:46Z
dc.date.issued2019
dc.identifier.citationLong, Madeleine Vega-Mendoza, Mariana Rohde, Hannah Sorace, Antonella Bak, Thomas . Understudied factors contributing to variability in cognitive performance related to language learning. Bilingualism: Language and Cognition. 2019, 1-11
dc.identifier.urihttp://hdl.handle.net/10852/74562
dc.description.abstractWhile 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.
dc.languageEN
dc.titleUnderstudied factors contributing to variability in cognitive performance related to language learning
dc.typeJournal article
dc.creator.authorLong, Madeleine
dc.creator.authorVega-Mendoza, Mariana
dc.creator.authorRohde, Hannah
dc.creator.authorSorace, Antonella
dc.creator.authorBak, Thomas
cristin.unitcode185,14,33,0
cristin.unitnameInstitutt for filosofi, idé- og kunsthistorie og klassiske språk
cristin.ispublishedfalse
cristin.fulltextpostprint
cristin.qualitycode2
dc.identifier.cristin1743929
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Bilingualism: Language and Cognition&rft.volume=&rft.spage=1&rft.date=2019
dc.identifier.jtitleBilingualism: Language and Cognition
dc.identifier.startpage1
dc.identifier.endpage11
dc.identifier.doihttps://doi.org/10.1017/S1366728919000749
dc.identifier.urnURN:NBN:no-77666
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1366-7289
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/74562/2/Bilingualism%2BLanguage%2Band%2BCognition%2B201988613.pdf
dc.type.versionAcceptedVersion


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