Bilingualism and Working Memory Capacity: A Comprehensive Meta-Analysis

Autor/inn/en	Grundy, John G.; Timmer, Kalinka
Titel	Bilingualism and Working Memory Capacity: A Comprehensive Meta-Analysis
Quelle	In: Second Language Research, 33 (2017) 3, S.325-340 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658316678286
Schlagwörter	Bilingualism; Short Term Memory; Second Language Learning; Native Language; Task Analysis; Executive Function; Meta Analysis; Effect Size; Monolingualism; Statistical Analysis; Language Research; Cognitive Ability; Comparative Analysis; Literature Reviews + Suchen Sie Ihr Suchwort? Bilingualismus; Kurzzeitgedächtnis; Zweitsprachenerwerb; Aufgabenanalyse; Meta-analysis; Metaanalyse; Statistische Analyse; Sprachforschung; Denkfähigkeit
Abstract	Bilinguals often outperform monolinguals on executive function tasks, including tasks that tap cognitive flexibility, conflict monitoring, and task-switching abilities. Some have suggested that bilinguals also have greater working memory capacity than comparable monolinguals, but evidence for this suggestion is mixed. We therefore conducted a comprehensive meta-analysis on the effects of bilingualism on working memory capacity. Results from 88 effect sizes, 27 independent studies, and 2,901 participants revealed a significant small to medium population effect size of 0.20 in favor of greater working memory capacity for bilinguals than monolinguals. This suggests that experience managing two languages that compete for selection results in greater working memory capacity over time. Moderator analyses revealed that largest effects were observed in children than other age groups. Furthermore, whether the task was performed in the first (L1) or second (L2) language for bilinguals moderated the effect size of the bilingual advantage; this factor is often overlooked and our results point to the importance of defining language variables that influence critical cognitive outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01