| 1. |
|
|
| 2. |
- Gustavsson, Lisa, et al.
(författare)
-
Neural processing of familiar and unfamiliar voices
- 2012
-
Konferensbidrag (refereegranskat)abstract
- In this paper we present a pilot study on neural processing of familiar and unfamiliar voices in adults. This is the first of a series of experiments we plan to perform to examine how general biological mechanisms and linguistic experience might interact during voice recognition, from birth up until adulthood. We have chosen to measure ERPs1 during voice presentation because it allows for an experimental setup suitable for both adults and infants (in future studies). Furthermore it captures the subject’s reaction to stimuli in both the sensory pathways and cognitive processing. In the current study our intention was to examine adults’ responses to familiar and unfamiliar voices as well as to evaluate the experimental design for our future studies.
|
|
| 3. |
|
|
| 4. |
- Kormi-Nouri, Reza, et al.
(författare)
-
Episodic and semantic memory in bilingual and monolingual children
- 2003
-
Ingår i: Scandinavian Journal of Psychology. - 0036-5564. ; 44:1, s. 47-54
-
Tidskriftsartikel (refereegranskat)abstract
- Although bilinguality has been reported to confer advantages upon children with respect to various cognitive abilities, much less is known about the relation between memory and bilinguality. In this study, 60 (30 girls and 30 boys) bilingual and 60 (30 girls and 30 boys) monolingual children in three age groups (mean ages 8.5, 10.5 and 12.5 years) were compared on episodic memory and semantic memory tasks. Episodic memory was assessed using subject-performed tasks children learned subject-performed tasks (with real or imaginary objects) and verbal task, with retrieval by both free recall and cued recall. Semantic memory was assessed by word fluency tests. Positive effects of bilingualism were found on both episodic memory and semantic memory tasks at all age levels. These findings suggest that bilingual children integrate and/or organize the information of two languages, and so bilingualism creates advantages in terms of cognitive abilities (including memory). Some sex differences were also found in episodic memory but not in semantic memory. This episodic memory difference was found with younger children.Key words: “bilingualism”, “episodic memory”, “semantic memory”, “action memory”, “verbal memory”, “children”
|
|
| 5. |
- Kormi-Nouri, Reza, 1954-, et al.
(författare)
-
Episodic and semantic memory in bilingual and monolingual children
- 2003
-
Ingår i: Scandinavian Journal of Psychology. - : Blackwell Publishing. - 0036-5564 .- 1467-9450. ; 44:1, s. 47-54
-
Tidskriftsartikel (refereegranskat)abstract
- Although bilinguality has been reported to confer advantages upon children with respect to various cognitive abilities, much less is known about the relation between memory and bilinguality. In this study, 60 (30 girls and 30 boys) bilingual and 60 (30 girls and 30 boys) monolingual children in three age groups (mean ages 8.5, 10.5 and 12.5 years) were compared on episodic memory and semantic memory tasks. Episodic memory was assessed using subject-performed tasks (with real or imaginary objects) and verbal tasks, with retrieval by both free recall and cued recall. Semantic memory was assessed by word fluency tests. Positive effects of bilingualism were found on both episodic memory and semantic memory at all age levels. These findings suggest that bilingual children integrate and/or organize the information of two languages, and so bilingualism creates advantages in terms of cognitive abilities (including memory). Some sex differences were also found in episodicmemory but not in semantic memory. This episodic memory difference was found with younger children.
|
|
| 6. |
- Kormi-Nouri, Reza, 1954-, et al.
(författare)
-
The effect of childhood bilingualism on episodic and semantic memory tasks
- 2008
-
Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 0036-5564 .- 1467-9450. ; 49:2, s. 93-109
-
Tidskriftsartikel (refereegranskat)abstract
- Kormi-Nouri, Moniri and Nilsson (2003) demonstrated that Swedish-Persian bilingual children recalled at a higher level than Swedish monolingual children, when they were tested using Swedish materials. The present study was designed to examine the bilingual advantage of children who use different languages in their everyday life but have the same cultural background and live in their communities in the same way as monolingual children. In four experiments, 488 monolingual and bilingual children were compared with regard to episodic and semantic memory tasks. In experiments 1 and 2 there were 144 boys and 144 girls in three school groups (aged 9-10 years, 13-14 years and 16-17 years) and in three language groups (Persian monolingual, Turkish-Persian bilingual, and Kurdish-Persian bilingual). In experiments 3 and 4, there were 200 male students in two school groups (aged 9-10 years and 16-17 years) and in two language groups (Persian monolingual and Turkish-Persian bilingual). In the episodic memory task, children learned sentences (experiments 1-3) and words (Experiment 4). Letter and category fluency tests were used as measures of semantic memory. To change cognitive demands in memory tasks, in Experiment 1, the integration of nouns and verbs within sentences was manipulated by the level of association between verb and noun in each sentence. At retrieval, a recognition test was used. In experiments 2 and 3, the organization between sentences was manipulated at encoding in Experiment 2 and at both encoding and retrieval in Experiment 3 through the use of categories among the objects. At retrieval, free recall or cued recall tests were employed. In Experiment 4, the bilingual children were tested with regard to both their first and their second language. In all four experiments, a positive effect of bilingualism was found on episodic and semantic memory tasks; the effect was more pronounced for older than younger children. The bilingual advantage was not affected by changing cognitive demands or by using first/second language in memory tasks. The present findings support the cross-language interactivity hypothesis of bilingual advantage.
|
|
| 7. |
- Moniri, Sadegheh
(författare)
-
Action memory in elderly bilinguals
- 2004
-
Ingår i: XXVIII International Congress of Psychology, Beijing, China, 8-13 August 2004.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study's goal was to compare action memory performance of 170 monolinguals and 334 bilinguals in three adult age groups: middle-aged (35-45), young-old (50-65), and old-old (70-80) at two measurement occasions in a longitudinal study. The tests were free recall, cued recall (cues: verb or category) and recognition of 32 sentences. The results revealed in all condition there was: a) a bilinguality advantage; b) a superiority of SPTs over VTs; c) a substantial decline of performance in both bilingual and monolingual old-old adults. It was concluded that bilingualism may play an important role in developing more effective learning strategies.Key words: “elderly bilingual”, “action memory”, “longitudinal study”
|
|
| 8. |
- Moniri, Sadegheh, 1959-
(författare)
-
Bilingual memory : A lifespan approach
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Bilingualism and its effect on individuals have been studied within different disciplines. Although the first psychological study of bilingualism was couducted by Cattell as early as 1887, only a few studies have exclusively investigated the effect of bilingualism on memory systems’ functioning. In the field of cognitive psychology of bilingualism, there is some evidence for the positive influence of bilingualism on children’s cognitive ability across various domains but there is little knowledge about the relationship between bilingualism and memory in a lifespan perspective. This thesis’s main aim was to investigate memory systems’ functioning and development in bilingual individuals. To this end, two studies were performed: a cross-sectional study of bilingual children (Study I) and a longitudinal study of young and older adults (Study II). The purpose of Studies I and II was to determine whether there are differences between monolinguals and bilinguals regarding various memory systems’ functioning. Study I compared monolingual and bilingual children’s performance on episodic and semantic memory, and Study II investigated performance on episodic and semantic memory in bilingual younger and older adults. Specifically, these studies aimed to examine a) which memory systems will be affected more as a function of language, and b) to what extent the differences would manifest themselves during a subject’s lifespan. The purpose of Study III was to explain the relation among word representations, lexical access and lexical selection in a bilingual word production paradigm. In this study, a model of bilingual production was developed to explain the results and clarify the role of automatic and controlled processes in using two languages. The results of Studies I and II showed a superiority of bilinguals over monolinguals as well as a variation of association between memory performance and bilingualism across different periods of adulthood. It appears that the lifelong experience of managing two languages enhances control processes, which in turn play an important role in enhancing memory performance. Using a “dual mechanism model”, Study III explains the efficiency of inhibitory processing when having two languages activated.
|
|
| 9. |
|
|
| 10. |
|
|
