The Timing and Magnitude of Stroop Interference and Facilitation in Monolinguals and Bilinguals
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| Publicado en: | Bilingualism: Language and Cognition vol. 16, no. 2 (Apr 2013), p. 420-441 |
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| Otros Autores: | , |
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Cambridge University Press
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 1373093205 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1366-7289 | ||
| 024 | 7 | |a 10.1017/S1366728912000405 |2 doi | |
| 035 | |a 1373093205 | ||
| 045 | 2 | |b d20130401 |b d20130430 | |
| 084 | |a EJ1004702 | ||
| 100 | 1 | |a Coderre, Emily L. | |
| 245 | 1 | |a The Timing and Magnitude of Stroop Interference and Facilitation in Monolinguals and Bilinguals | |
| 260 | |b Cambridge University Press |c Apr 2013 | ||
| 513 | |a Article Report | ||
| 520 | 3 | |a Executive control abilities and lexical access speed in Stroop performance were investigated in English monolinguals and two groups of bilinguals (English-Chinese and Chinese-English) in their first (L1) and second (L2) languages. Predictions were based on a bilingual cognitive advantage hypothesis, implicating cognitive control ability as the critical factor determining Stroop interference; and two bilingual lexical disadvantage hypotheses, focusing on lexical access speed. Importantly, each hypothesis predicts different response patterns in a Stroop task manipulating stimulus onset asynchrony (SOA). There was evidence for a bilingual cognitive advantage, although this effect was sensitive to a number of variables including proficiency, language immersion, and script. In lexical access speed, no differences occurred between monolinguals and bilinguals in their native languages, but there was evidence for a delay in L2 processing speed relative to the L1. Overall, the data highlight the multitude of factors affecting executive control and lexical access speed in bilinguals. | |
| 653 | |a Interference (Language) | ||
| 653 | |a Bilingualism | ||
| 653 | |a Native Language | ||
| 653 | |a Color | ||
| 653 | |a Task Analysis | ||
| 653 | |a Executive Function | ||
| 653 | |a English | ||
| 653 | |a Monolingualism | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Linguistic Theory | ||
| 653 | |a Prediction | ||
| 653 | |a Cognitive Ability | ||
| 653 | |a Language Proficiency | ||
| 653 | |a Written Language | ||
| 700 | 1 | |a Van Heuven, Walter J. B. | |
| 700 | 1 | |a Conklin, Kathy | |
| 773 | 0 | |t Bilingualism: Language and Cognition |g vol. 16, no. 2 (Apr 2013), p. 420-441 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/1373093205/abstract/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/1373093205/fulltext/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/1373093205/fulltextPDF/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |