Contributions of bilingualism and public speaking training to cognitive control differences among young adults

• ZHILONG XIE ^[1] ; YANPING DONG ^[2]
  1. [1] Jiangxi Normal University

     Jiangxi Normal University

     China

     
  2. [2] Guangdong University of Foreign Studies

     Guangdong University of Foreign Studies

     China

     
• Localización: Bilingualism: Language and cognition, ISSN 1366-7289, Vol. 20, Nº 1, 2017, págs. 55-68
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The Flanker and Number Stroop tasks, and the Wisconsin Card Sorting Test (WCST) were adopted to examine how bilingualism and public speaking training would contribute to cognitive control differences among young adults. Four groups of participants (of similar cultural and language backgrounds) were tested: monolinguals, general bilinguals, L1 public speaking bilinguals, and L2 public speaking bilinguals. Both ANOVA and multiple regression analyses showed that public speaking experience (esp. in L2) significantly contributed to conflict monitoring as tested in the global reaction times in the Flanker and Number Stroop tasks, whereas bilingualism (L2 verbal fluency, to be more specific) significantly contributed to mental set shifting as tested in the WCST. These results suggest that specific aspects of language experience, either in L1 or in L2, may incur enhancement in specific aspects of cognitive control, which has implications for bilingual advantage research.