Language-specific cognitive flexibility is related to code-switching habits and interactional context; domain-general cognitive flexibility is not
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Individualistic experience with code-switching has often been found to modulate bilingual executive functioning, though the direction of these effects is variable. The present study investigated whether French-English code-switching in a primarily dual-language context (the environment which requires the most control processes) may lead to increased cognitive flexibility. Sustained (mixing) and transient (switching) cognitive flexibility was examined in a domain-general task and a novel language-specific task (i.e. a cued bilingual lexical decision task). First, mixing and switching effects in the domain-general task were not reliably predicted by the participants’ code-switching habits. Second, though the sample displayed minimal switching effects and a mixing benefit in the language-specific task, these were positively predicted by the participants’ deliberate code-switching. By contrast, predictors related to dense code-switching were negatively related to the participants’ language-specific sustained cognitive flexibility. Altogether, our findings indicate that any training instilled by dual-language code-switching is restricted to language-specific cognitive flexibility.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it