| Abstract [eng] |
Relationship between elementary school students’ executive functions and bilingualism Ąžuolas Maniušis Vilnius Vilnius university 2023 53. p. The connection between executive functions and bilingualism remains a subject of debate. Some studies support the notion that bilingualism enhances executive functioning, while others hold contrasting views. Furthermore, the definition of bilingualism varies across different research studies, with some focusing on language proficiency levels and others considering the amount of time spent using two languages. Research often explores connection between only one of three basic executive functions. This fragmented approach often hinders a comprehensive understanding of the relationship between executive functions and bilingualism. To address these limitations, this research examines three fundamental executive functions: updating and monitoring of working memory representations, mental set shifting, and inhibition of prepotent responses. Specific tasks were used to measure these functions. The study involved second and third-grade students, comprising 23 girls and 20 boys, with an average age of 9 years and 4 months (SD 6 months). The participants were drawn from bilingual (N=18) and monolingual (N=25) groups attending private schools in Vilnius. Bilingual individuals in this study were defined as those who began regularly using a second language by the age of 7, either through parental influence or attending a school that employs a different educational language from their home language. Notably, no significant differences were observed between the bilingual and monolingual groups. This research contributes to the ongoing discussion surrounding the definition of bilingualism while striving to establish accurate parameters for its characterization. By exploring the relationship between executive functions and bilingualism through the examination of specific functions, this study sheds light on this complex topic. Keywords: bilingualism, executive functions, updating and monitoring of working memory representations, mental set shifting, inhibition of prepotent response, elementary school, children. |
