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Understudied factors contributing to variability in cognitive performance related to language learning

Published online by Cambridge University Press:  04 November 2019

Madeleine R. Long ,
Mariana Vega-Mendoza ,
Hannah Rohde ,
Antonella Sorace  and
Thomas H. Bak
Madeleine R. Long*
Affiliation:
Department of Philosophy, University of Oslo, Oslo, Norway Department of Linguistics, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
Mariana Vega-Mendoza
Affiliation:
Department of Psychology, Umeå University, Umeå, Sweden Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
Hannah Rohde
Affiliation:
Department of Linguistics, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
Antonella Sorace
Affiliation:
Department of Linguistics, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
Thomas H. Bak
Affiliation:
Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK Centre for Cognitive Ageing and Cognitive Epidemiology, (CCACE), Edinburgh, UK
*
Address for correspondence: Madeleine R Long, E-mail: [email protected]
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Abstract

While 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.

Keywords

language learningcognitionattentionindividual variability
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 23 , Special Issue 4: Interpreting: A window into bilingual processing , August 2020 , pp. 801 - 811
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Copyright
Copyright © Cambridge University Press 2019

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