TY  - GEN
A1  - Czapka, Sophia
A1  - Wotschack, Christiane
A1  - Klassert, Annegret
A1  - Festman, Julia
T1  - A path to the bilingual advantage
BT  - pairwise matching of individuals
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Matching participants (as suggested by Hope, 2015) may be one promising option for research on a potential bilingual advantage in executive functions (EF). In this study we first compared performances in three EF-tasks of a naturally heterogeneous sample of monolingual (n = 69, age = 9.0 y) and multilingual children (n = 57, age = 9.3 y). Secondly, we meticulously matched participants pairwise to obtain two highly homogeneous groups to rerun our analysis and investigate a potential bilingual advantage. The initally disadvantaged multilinguals (regarding socioeconomic status and German lexicon size) performed worse in updating and response inhibition, but similarly in interference inhibition. This indicates that superior EF compensate for the detrimental effects of the background variables. After matching children pairwise on age, gender, intelligence, socioeconomic status and German lexicon size, performances became similar except for interference inhibition. Here, an advantage for multilinguals in the form of globally reduced reaction times emerged, indicating a bilingual executive processing advantage.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 688 
KW  - executive functions
KW  - bilingualism
KW  - interference inhibition
KW  - pairwise matching
KW  - primary school children
KW  - background variables
KW  - lexicon size
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-469736
SN  - 1866-8364
IS  - 688
ER  - 
TY  - JOUR
A1  - Czapka, Sophia
A1  - Klassert, Annegret
A1  - Festman, Julia
T1  - Executive functions and language
BT  - their differential influence on mono- vs. multilingual spelling in primary school
JF  - Frontiers in psychology
N2  - We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals’ word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals’ spelling these functions might come into play only at a later stage.
KW  - bilingualism
KW  - spelling
KW  - literacy acquisition
KW  - executive functions
KW  - lexicon size
KW  - primary school
Y1  - 2019
U6  - https://doi.org/10.3389/fpsyg.2019.00097
SN  - 1664-1078
VL  - 10
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Czapka, Sophia
A1  - Klassert, Annegret
A1  - Festman, Julia
T1  - Executive Functions and Language
BT  - Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School
JF  - Frontiers in Psychology
N2  - We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals’ word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals’ spelling these functions might come into play only at a later stage.
KW  - bilingualism
KW  - spelling
KW  - literacy acquisition
KW  - executive functions
KW  - lexicon size
KW  - primary school
Y1  - 2019
U6  - https://doi.org/10.3389/fpsyg.2019.00097
SN  - 1664-1078
VL  - 10
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - GEN
A1  - Czapka, Sophia
A1  - Klassert, Annegret
A1  - Festman, Julia
T1  - Executive Functions and Language
BT  - Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School
T2  - Postprints der Universität Potsdam Humanwissenschaftliche Reihe
N2  - We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals’ word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals’ spelling these functions might come into play only at a later stage.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 537 
KW  - bilingualism
KW  - spelling
KW  - literacy acquisition
KW  - executive functions
KW  - lexicon size
KW  - primary school
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-424935
SN  - 1866-8364
IS  - 537
ER  - 
TY  - JOUR
A1  - Czapka, Sophia
A1  - Wotschack, Christiane
A1  - Klassert, Annegret
A1  - Festman, Julia
T1  - A path to the bilingual advantage
BT  - pairwise matching of individuals
JF  - Bilingualism : language and cognition
N2  - Matching participants (as suggested by Hope, 2015) may be one promising option for research on a potential bilingual advantage in executive functions (EF). In this study we first compared performances in three EF-tasks of a naturally heterogeneous sample of monolingual (n = 69, age = 9.0 y) and multilingual children (n = 57, age = 9.3 y). Secondly, we meticulously matched participants pairwise to obtain two highly homogeneous groups to rerun our analysis and investigate a potential bilingual advantage. The initally disadvantaged multilinguals (regarding socioeconomic status and German lexicon size) performed worse in updating and response inhibition, but similarly in interference inhibition. This indicates that superior EF compensate for the detrimental effects of the background variables. After matching children pairwise on age, gender, intelligence, socioeconomic status and German lexicon size, performances became similar except for interference inhibition. Here, an advantage for multilinguals in the form of globally reduced reaction times emerged, indicating a bilingual executive processing advantage.
KW  - executive functions
KW  - bilingualism
KW  - interference inhibition
KW  - pairwise
KW  - matching
KW  - primary school children
KW  - background variables
KW  - lexicon size
Y1  - 2019
U6  - https://doi.org/10.1017/S1366728919000166
SN  - 1366-7289
SN  - 1469-1841
VL  - 23
IS  - 2
SP  - 344
EP  - 354
PB  - Cambridge Univ. Press
CY  - Cambridge
ER  -