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Testing the Bilingual Cognitive Advantage in Toddlers using the Early Executive Functions Questionnaire


Testing the Bilingual Cognitive Advantage in Toddlers using the Early Executive Functions Questionnaire

Beaudin, Kayla (2022) Testing the Bilingual Cognitive Advantage in Toddlers using the Early Executive Functions Questionnaire. Masters thesis, Concordia University.

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The present study aimed to assess differences in executive functioning between 39 monolingual and 42 multilingual 23-month-old toddlers, both when dichotomizing multilingualism and assessing it on a continuum. It was hypothesized that multilinguals, individuals with greater non-dominant language exposure, and individuals with more translation equivalents would perform better in the following domains: response inhibition, attentional flexibility, and regulation. No differences were expected for working memory. The Early Executive Functions Questionnaire, a newly developed parental report, was used to measure the four executive functions of interest. Multilinguals and individuals with greater non-dominant language exposure had significantly higher response inhibition; however, no differences were noted for any other executive function. Additionally, no associations between translation equivalents and executive functioning were found among French-English multilinguals (n = 31). Post-hoc analyses revealed that non-dominant language production had a positive correlation with working memory. The present findings support the notion of a domain-specific cognitive advantage for multilingual toddlers.

Divisions:Concordia University > Faculty of Arts and Science > Psychology
Item Type:Thesis (Masters)
Authors:Beaudin, Kayla
Institution:Concordia University
Degree Name:M.A.
Date:18 May 2022
Thesis Supervisor(s):Poulin-Dubois, Diane
ID Code:990702
Deposited By: Kayla Beaudin
Deposited On:27 Oct 2022 14:36
Last Modified:27 Oct 2022 14:36


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