Meta-analysis of the effect of bilingualism on executive functions in causal-comparative research

Authors
Shahid Chamran University of Ahvaz, Ahvaz, Iran
Abstract


Considering the claims of bilingualism theories and their effect on executive functions, this research was conducted with the meta-analysis method in order to investigate the effect of bilingualism on executive functions. The purpose of this research was to combine the researches done in the field of executive functions. In this research, meta-analysis was used as a tool to determine, collect, combine and summarize research findings related to the effect of bilingualism on executive functions. For this purpose, articles published between 2000 and 2023 were reviewed and 436 researches were found, of which 30 researches were included in the meta-analysis based on the research criteria (causal-comparative research method, having a experimental and control group, and descriptive statistics). The number of subjects in the whole research was 1412 people. The findings of the research showed that the overall effect size of the studied research was 0.633 (p<0.001) for the fixed effects model and 0.771 (p<0.001) for the random effects model, which is significant for both and it shows that bilingualism has an effect on executive functions.




Keywords

Benaissa, A., Boudouh, M. (2020). Bilingualism and executive functions: study of working memory, selective attention, cognitive flexibility, planning in monolingual and bilingual children. Psychological & Educational Studies, 13(4), 350-361. http://dspace.univ-ouargla.dz/jspui/handle/123456789/24367
Degirmenci, M., Grossmann, J., Meyer, P., & Teichmann, B. (2022). The role of bilingualism in executive functions in healthy older adults: a systematic review. International Journal of Bilingualism, 26(4), 426-449.  https://doi.org/10.1177/13670069211051291.
Drikvand, M., Sheheniyeylagh, M., & Hajiyakhchsli, A.  (2023). The effectiveness of quiet cognitive rehabilitation game on improving executive functions and reading skills of dyslexic students. Cognitive strategies in learning, 11(20), 1-24. [Persian] https://doi.org/10.22084/j.psychogy.2022.26400.2476
Eivazy, S., Karami, J., Yazdanbakhsh, K. (2023). The Effectiveness of HAMRAH Cognitive Rehabilitation Package on Improving Executive Functions (Working Memory and Response Inhibition) in Students with Dysgraphia. Journal of Cognitive Psychology, 10 (4), 46-56. [Persian]. https://jcp.khu.ac.ir/article-1-3666-fa.pdf
Donati, G., Meaborn, E. L., & Dumontheil, I. (2018). The specificity of associations between cognition and change in English, maths and science attainment during adolescence. Learning and Individual Differences 69, 84-93. https://doi.org/10.1016/j.lindif.2018.11.012.             
Lowe, C., Cho, I., Goldsmith, S., & Morton, B. (2021). The bilingual advantage in children’s executive functioning is not related to language status: A meta-Analytic review. Assciation for Psychological Science, 32(7), 1115-1146. https://doi.org/10.1177/0956797621993108.
Mamia, P. C., Richards, T. L., & Kuhi, P. K. (2018). Right forceps minor and anterior thalamic radiation predict executive function skills in young bilingual adults. Frontiers in Psychology, 9(118), 1-10. https://doi.org/10.3389/fpsyg.2018.00118.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100. https://doi.org/10.1006/cogp.1999.0734
Nichols, S., E., Wild, G. C., Stojanoski, B., Battista, E. M., & Owen, M. A. (2020). Bilingualism affords no general cognitive advantages: A population study of exopulation study of executive function in 11,000 punction in 11,000 people. Psychological Science, 31(5), 1-20. https://doi.org/10.1177/0956797620903113. 
Ross, J., & Melinger, A. (2016). Bilingual advantage, bidialectal advantage or neither? Comparing performance across three tests of executive function in middle childhood. Developmental science, 20(4), 1-21. https://doi.org/10.1111/desc.12405.
Sheheniyeylagh, M., Hajiyakhchsli, A., Alipoor, S., & Tarifihoseyn, H. (2019). Designing and compiling an empowerment program based on the self-regulation executive functions of the 
Shirovi, E., Mottaghi, S., Moradi, A. (2020). Modeling the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition) in adolescents: the mediating role of emotional intelligence. Journal of Cognitive Psychology, 11(1), 46-62. https://jcp.khu.ac.ir/article-1-3651-fa.pdf
Soleymani, O, S., Rezaii, A., & Mohamadzade, A. (2022). The effectiveness of computer-based cognitive rehabilitation on brain executive functions (attention, working memory, response inhibition) in students with reading disorders. Cognitive strategies in learning,10(19), 107-133. . [Persian] https://doi.org/10.22084/j.psychogy.2022.25075.2381
Thompsona, K. W., James, M. B., Raul Gonzaled, B,. Nagele, J. V., Nixonf, j. S.,      Luciana, M (2019). The structure of cognition in 9 and 10 year-old children and associations with problem behaviors: Findings from the ABCD study’s baseline neurocognitive battery. Developmental Cognitive Neuroscience, 36(100606), 1-11. https://doi.org/10.1016/j.dcn.2018.12.004.
Yousefi, R., Soleymani, M., & Ghazanfarian, S. (2017). Comparison of selective attention and intelligence profile in bilingual and monolingual adolescents. Journal of rehabilitation, 17(4), 278-287. [Persian] https://dx.doi.org/10.21859/JREHAB.18.4.2. 
Zoghi Paydar M., Yousefi N. (2023). Investigating cognitive flexibility, selective attention and response inhibition based on gender and language. Journal of Cognitive Psychology, 10 (4), 90-101. [Persian]. https://jcp.khu.ac.ir/article-1-3558-fa.pdf