Journal of Psycholinguistic Research

, Volume 44, Issue 5, pp 651–667 | Cite as

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

  • Ghada Mohammed Abdelgafar
  • Ruba AbdelMatloub Moawad
Article

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.

Keywords

Bilingualism Arabic–English bilinguals Executive functions Bilinguals Monolinguals 

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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  • Ghada Mohammed Abdelgafar
    • 1
    • 2
  • Ruba AbdelMatloub Moawad
    • 1
    • 3
  1. 1.Department of PsychologyKing Saud UniversityRiyadhSaudi Arabia
  2. 2.Beni-Suef UniversityBeni SuefEgypt
  3. 3.University Centre for Women StudentRiyadhSaudi Arabia

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