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Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children

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Abstract

This study aimed to explore the differences between Arabic–English bilingual and monolingual Arabic children on a battery of executive functions. Prior research on the influence of bilingualism on cognitive abilities and executive functions has shown mixed results. Some results suggested that bilinguals perform significantly better than monolinguals, while others showed that monolinguals perform significantly better. Other studies showed no significant differences between both groups, findings which were argued to be due to methodological issues. A total of 50 Arabic monolingual and Arabic–English bilingual children ranging 7–10 years of age participated in the current study. Six executive function tasks, divided into two categories (inhibition of improper response tasks, and behavioral operational control tasks), were administered. Results did not show significant differences for most executive functions.

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Authors and Affiliations

  1. Department of Psychology, King Saud University, Riyadh, Saudi Arabia

    Ghada Mohammed Abdelgafar & Ruba AbdelMatloub Moawad

  2. Beni-Suef University, Beni Suef, Egypt

    Ghada Mohammed Abdelgafar

  3. University Centre for Women Student, P.O. Box 7695, Riyadh, 11472, Saudi Arabia

    Ruba AbdelMatloub Moawad

Authors
  1. Ghada Mohammed Abdelgafar
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  2. Ruba AbdelMatloub Moawad
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Correspondence to Ruba AbdelMatloub Moawad.

Additional information

This research project was supported by a Grant from the Research Center of University for Girls at Olaisha, Deanship of scientific Research, King Saud University.

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Abdelgafar, G.M., Moawad, R.A. Executive Function Differences Between Bilingual Arabic–English and Monolingual Arabic Children. J Psycholinguist Res 44, 651–667 (2015). https://doi.org/10.1007/s10936-014-9309-3

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