First talk: Minds at work: Are executive functions engaged in language switching?
Abstract
While a body of research has investigated whether bi-/ multilingualism improves domain-general executive functions (EFs), recent studies have questioned the more fundamental assumption of whether EFs are involved in daily language switching in the first place. The present study explored the skill learning hypothesis, which proposes that the degree of EF-engagement in bilingual language control depends on factors such as language proficiency and task characteristics, whereby EFs-language switching associations are less likely in high-proficiency bilinguals than in low-proficiency ones, and in between tasks that are structurally different than in tasks that share similar characteristics. To test this hypothesis, we collected data from Norwegian-English bilinguals who performed a cued naming task (CN) and Stroop task. We used the Lexical Test for Advanced Learners of English (LexTALE) to measure their English proficiency. We expected 1) weak or no EF-CN associations in high-proficiency bilinguals but predicted that associations might exist between the Stroop task and CN, given that the Stroop task involves linguistic elements. Contrary to our expectations, our results revealed that even though the Stroop task has a linguistic element, it does not seem similar enough to language switching to prompt significant associations with this group of high-proficiency bilinguals.
Second talk: Common cognitive processes in learning patterns: The impact of multilingual experience
Abstract
The current study explored the possibility of a common cognitive process underlying both statistical and rule learning, challenging the traditional distinction between them. Additionally, it examined the influence of multilingual experience on these mechanisms. Participants engaged in a Transfer Learning Task, first exposed to a sequence of visual stimuli with statistical patterns, and then tested on their ability to transfer these patterns to novel stimuli. Despite inconclusive findings, the preliminary results showed a positive transfer trend in the matching condition, indicating successful application of learned patterns to similar stimuli. Conversely, transfer gains were negative in the non-matching condition, suggesting difficulties in applying learned patterns to different contexts. Moreover, there was a weak but positive correlation between multilingual experience and transfer gains in the matching condition, suggesting that greater multilingual proficiency may enhance pattern recognition and cognitive flexibility. Despite these promising findings, the small sample size calls for further research to confirm these results.
Speakers' information
The speakers are all students of the MA program in Multilingualism: Silvia Allegretta, Sofie Otto, Yueling Xiao, Ana Boskovic, and Jesenka Alic.