Publication Type
Journal Article
Version
acceptedVersion
Publication Date
1-2019
Abstract
To examine script effects, monoscriptal Spanish-English (SE) bilinguals, who use two similar Roman alphabetic systems, were compared to biscriptal Chinese-English (CE) bilinguals, who use logographs and Roman alphabets. On the Attention Network Test, script effects were most evident in global processing efficiency (i.e., inverse efficiency and reaction time) and in the local network of executive control in favor of biscriptal CE bilinguals over matched monoscriptal SE counterparts. Literacy effects were found on the executive control network among Chinese-English bilinguals of high L1-literacy skills over their script- and immersion-matched counterparts, who varied only in low L1 literacy. In a similar vein, results of the multiple regression analysis demonstrated that script and literacy are significant predictors of executive control capacities. Our results suggest that script variation in a bilingual's language pair is an important modulating factor that enhances overall attention efficiency.
Keywords
script variation, literacy skills, bilingualism, executive attention, Attention Network Test (ANT)
Discipline
Bilingual, Multilingual, and Multicultural Education | Multicultural Psychology
Research Areas
Psychology
Publication
Bilingualism: Language and Cognition
Volume
22
Issue
1
First Page
142
Last Page
156
ISSN
1366-7289
Identifier
10.1017/S1366728917000633
Publisher
Cambridge University Press (CUP): HSS Journals
Citation
YANG, Sujin, YANG, Hwajin, & HARTANTO, Andree.(2019). The effects of script variation, literacy skills, and immersion experience on executive attention: A comparison of matched monoscriptal and biscriptal bilinguals. Bilingualism: Language and Cognition, 22(1), 142-156.
Available at: https://ink.library.smu.edu.sg/soss_research/2692
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1017/S1366728917000633
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Multicultural Psychology Commons