Duration and extent of bilingual experience modulate neurocognitive outcomes
Bibliographic record
Abstract
The potential effects of bilingualism on executive control (EC) have been heavily debated. One possible source of discrepancy in the evidence may be that bilingualism tends to be treated as a monolithic category distinct from monolingualism. We address this possibility by examining the effects of different bilingual language experiences on brain activity related to EC performance. Participants were scanned (fMRI) while they performed a Flanker task. Behavioral data showed robust Flanker effects, not modulated by language experiences across participants. However, differences in duration of bilingual experience and extent of active language use predicted activation in distinct brain regions indicating differences in neural recruitment across conditions. This approach highlights the need to consider specific bilingual language experiences in assessing neurocognitive effects. It further underscores the utility and complementarity of neuroimaging evidence in this general line of research, contributing to a deeper understanding of the variability reported in the literature.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".