Michał Obidziński, Marek Nieznański
False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective
Annals of dyslexia
study explores extent bilingual advantage observed three tasks established population fully fluent bilinguals childhood adulthood welshenglish simultaneous early sequential bilinguals well english monolinguals aged 3 years older adults tested three sets cognitive executive function tasks bilinguals welshdominant balanced englishdominant welsh welsh english english home card sorting simon metalinguistic judgment task 650 557 354 participants respectively reveal little support bilingual advantage either relation control globally primarily difference performance across groups occasionally better performance monolinguals persons dominant language tested one casein one condition one age grouplower performance monolinguals lack evidence bilingual advantage simultaneous early sequential bilinguals suggests need much closer scrutiny type bilingual might demonstrate reported effects conditions