ERP differences between monolinguals and bilinguals: The role of linguistic distance
Bibliographic record
Abstract
Abstract A growing body of research suggests that bilingualism may afford benefits to certain aspects of cognitive functioning. Inconsistent findings may arise because of methodological differences within and across studies. One limitation is that studies often compare linguistically similar languages. The present study recorded brain activity (event-related potentials; ERPs) while English monolinguals, English–French bilinguals, and Arabic–English bilinguals completed an n-back task and a delayed matching-to-sample task. Group ERP differences were observed in the absence of behavioral differences. In the delayed matching-to-sample task, monolinguals exhibited smaller N2 amplitude compared to both bilingual groups, and smaller P3b amplitude compared to English–French bilinguals. In the n-back, English–French bilinguals displayed larger P3b amplitudes than monolinguals and Arabic–English bilinguals. P3b amplitude did not differ between Arabic–English bilinguals and monolinguals in either task. These results suggest that conflicting findings across studies may be due in part to the linguistic distance between the languages under study.
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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 | 0.001 | 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 | 0.001 | 0.001 |
| 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".