Executive function and novel word learning in monolingual and bilingual children

Abstract

The proposed study aimed to compare the executive function ability of monolingual and bilingual preschoolers between 4 and 6 years. The preliminary data suggests that both groups differed across all the tasks except for the working memory subcomponent. Although both working memory tasks were visuospatial and assessed the same subcomponents, there were discrepancies in results due to the task setup. Researchers and clinicians must be cautious while selecting and setting the tasks as tasks employed could bring about performance differences.