Novel-word learning, executive control and working memory: A bilingual advantage

Warmington, Meesha; Kandru-Pothineni, Swathi; Hitch, Graham J. · 2018 · Bilingualism Language and Cognition

DOI: 10.1017/s136672891800041x

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Summary

This study investigates the cognitive effects of bilingualism, specifically addressing inconsistencies in prior research regarding the "bilingual advantage." The authors aimed to clarify which aspects of executive control, working memory, and novel-word learning are enhanced in bilinguals by using a well-defined sample of early sequential Hindi-English bilinguals. This approach sought to mitigate replication issues caused by heterogeneous language combinations and varying definitions of bilingualism in previous studies. The research involved two experiments with 46 participants in Experiment 1 and an extended sample in Experiment 2, comprising monolingual English speakers and Hindi-English bilinguals who acquired both languages before age seven. Participants were matched on general cognitive ability, fluid intelligence, and motor processing speed. The experimental design employed multiple measures: the Flanker task for selective attention, the Stop Signal Reaction Time (SSRT) task for response inhibition, and the Automated Working Memory Assessment (AWMA) for verbal and visuo-spatial working memory. Experiment 2 additionally assessed novel-word learning using a visual-verbal paired associate learning task involving Spanish words for novel objects, tested both immediately and after a one-day delay. Results from Experiment 1 demonstrated that bilinguals significantly outperformed monolinguals on all eight working memory subtests and on response inhibition (SSRT). However, no significant differences were found between groups on selective attention (Flanker task), indicating that bilingualism does not enhance the suppression of irrelevant perceptual information. In Experiment 2, bilinguals also showed superior performance in novel-word learning compared to monolinguals. Crucially, analyses of individual differences revealed that for bilinguals, novel-word learning was significantly predicted by verbal working memory and response inhibition abilities. This relationship was not observed in monolinguals, suggesting distinct cognitive mechanisms underpinning word acquisition in the two groups. The findings indicate a specific bilingual advantage confined to certain executive functions and working memory, rather than a general cognitive enhancement. The study concludes that lifelong bilingual experience enhances the ability to inhibit ongoing responses and maintain information in working memory, which in turn facilitates novel-word learning. These results challenge the notion of a broad bilingual advantage in all executive domains, highlighting instead a specialized benefit in response inhibition and working memory that supports linguistic processing.

Key finding

Bilinguals outperformed monolinguals on response inhibition, working memory, and novel-word learning tasks, with bilingual learning success specifically linked to verbal working memory and inhibition abilities.

Methodology

lab_experiment

Sample size: 46

Provenance

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Topics

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• cognitive capacity variation