Bilingualism Modulates Executive Function Development in Pre-School Aged Children: A Preliminary Study
Bibliographic record
Abstract
Abstract This preliminary study was conducted to explore the effects of bilingualism on executive function development in children ages 3-5-years old. Two groups (bilinguals and monolinguals) were recruited across various sites in Southern Alberta. Children were assessed through parent rated executive function using the Behaviour Rating Inventory of Executive Function – Preschool version, a standardized assessment of executive function in children aged 2 years, 0 months through 5 years, 11 months. The questionnaire contains 63 items measuring 5 aspects of executive functioning, inhibit, shift, emotional control, working memory, and plan/organize. Children were also assessed using a battery of executive function tasks, which include the reverse categorization, pictorial Stroop, Dimensional Change Card Sort, backward digit span, and dyadic social play. Results show that bilingual children outperform monolinguals on the emotional control scale, dimensional change card sort and dyadic social play. Despite the controversial literature surrounding bilingualisms impact on executive function, the study reveals support for second language use to improve areas of executive function among young children.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| 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 | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".