![]() For instance, adult bilinguals have shown superior vocabulary learning and processing in an additional language as compared to monolinguals (Antoniou, Liang, Ettlinger & Wong, Reference Antoniou, Liang, Ettlinger and Wong2015 Bartolotti & Marian, Reference Bartolotti and Marian2012 Bartolotti, Marian, Schroeder & Shook, Reference Bartolotti, Marian, Schroeder and Shook2011 Kaushanskaya, Reference Kaushanskaya2012 Kaushanskaya & Marian, Reference Kaushanskaya and Marian2009a, Reference Kaushanskaya and Marian2009b Kaushanskaya & Rechtzigel, Reference Kaushanskaya and Rechtzigel2012 Keshavarz & Astaneh, Reference Keshavarz and Astaneh2004 Wang & Saffran, Reference Wang and Saffran2014 Zare & Mobarakeh, Reference Zare and Mobarakeh2013), as well as superior pragmatic skill development (Safont Jorda, Reference Safont Jorda2003) and better general additional language proficiency (Cenoz & Valencia, Reference Cenoz and Valencia1994 Sanz, Reference Sanz2000). Indeed, a number of studies support this claim. ![]() It is often claimed that bilinguals can learn a third language (元) ‘better’ than monolinguals learn a second language (L2) (Abu-Rabia & Sanitsky, Reference Abu-Rabia and Sanitsky2010 Cenoz, Reference Cenoz2003). These findings suggest that, even without bilingual/monolingual behavioral differences, bilinguals show ERP patterns for an additional language that are more similar to those of native speakers of languages. At high proficiency both groups showed P600s, though the monolinguals also evidenced an anterior positivity not typically found in native speakers of languages during syntactic processing. At low proficiency only bilinguals showed a P600, a common ERP correlate of syntactic processing in native speakers of languages. Bilinguals and monolinguals did not differ on behavioral measures, but showed distinct ERP patterns. Following grammar instruction, participants practiced comprehension and production, and judged grammaticality at low and high proficiency while event-related potentials (ERPs) were acquired. We examined behavioral and neural correlates of learning an additional (artificial) language in early Mandarin–English bilinguals, compared to English monolinguals. However, evidence is sparse, particularly for grammar. Studies have shown that bilingualism may also reduce the risk of Alzheimer’s disease.It has been suggested that bilinguals learn additional languages ‘better’ than monolinguals. This shows that speaking more than one language may inhibit cognitive decline and help preserve the brain’s white matter. However, scientists have shown through diffusion tensor imaging, which shows the quality and location of white matter in the brain, that older bilingual people had more and higher quality white matter than monolingual people of the same age. Studies have shown that speaking more than one language may actually slow cognitive decline as bilingual and multilingual people grow older.Īs people age, the amount of white matter in the brain naturally begins to decline. Being bilingual helps maintain brain structure, prevents cognitive decline Bilinguals, when talking to other people who speak the same languages, often speak in a mix of both tongues to better express themselves. Many bilingual people have likely told others about a word in one language that simply cannot be translated into another. It can also help them express things in one language that may be absent in the other. Seamlessly switching from one language to another, called “code switching,” may also help bilingual people juggle multiple complex tasks at once and keep their brains active.
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