| 11. |
- Vega Mendoza, Mariana, et al.
(författare)
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Language learning for people living with dementia and their carers: A feasibility study
- 2021
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Ingår i: Alzheimer's & Dementia. - : John Wiley & Sons. - 1552-5260 .- 1552-5279. ; 17:S6
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Tidskriftsartikel (refereegranskat)abstract
- Background Converging evidence from across the world suggests positive effects of bilingualism on cognitive ageing and dementia, including a ca. 4-6 years delay in the onset of dementia and’or Mild Cognitive Impairment. However, it is less clear whether language learning can also have a positive effect after the onset of dementia. A positive influence would include psychological and social variables, such as patients’ well-being and their relationship with relatives and carers.Method We examined the feasibility and tolerability of language learning for people in early stages of dementia and their family carers in two Scottish Dementia Day Care Centres. A total of 12 people with dementia and 7 family carers participated in the study. All participants had only limited experience of language learning and none were bi-/multilingual. The 2-week courses of beginners Italian were delivered by specially trained tutors from Lingo Flamingo, a social enterprise specialising in language teaching for older learners and learners with Dementia. Before and after the course, we conducted focus group sessions with learners and their carers as well as interviews with teachers and Day Centre care workers.Results Qualitative analyses revealed a positive perception of the courses by patients, carers, and centre managers, impacting both the individual (e.g., boosting self-esteem) and group (e.g., socialising) levels. No adverse effects (e.g., confusion) were reported. The family carers perceived the courses as empowering, as they allowed them to take an active part. The courses led also to a higher attendance in other activities conducted in the Day Care Centre.Conclusions Despite initial fears from professional carers that being confronted with the task of learning a new language might be stressful and lead to frustration and confusion, all participants reported a highly positive experience of the course, including a higher self-esteem and self-confidence as well as establishment of new social contacts and a more positive attitude to other activities of the day care centre. Further studies will be required to determine the optimal frequency, intensity and duration of language courses for people with dementia as well as the best practice of their delivery.
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| 12. |
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| 13. |
- Xia, Lihua, et al.
(författare)
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A longitudinal investigation of the effects of language instruction versus immersion on cognitive functions in young adult Chinese speakers learning English
- 2023
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Ingår i: Studies in Second Language Acquisition. - : Cambridge University Press. - 0272-2631 .- 1470-1545. ; 45:1, s. 189-211
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Tidskriftsartikel (refereegranskat)abstract
- The current study examined cognitive effects of two pathways of second language (L2) acquisition longitudinally in Chinese speakers learning English in an L2-dominant environment. Thirty-nine participants who attended an intensive 10-week English course (L2-instruction group) were compared to 38 participants who attended regular university courses taught in English (L2-immersion group). Four repeated assessments were conducted over 10 weeks: precourse (baseline) and postcourse assessments, and two interim assessments every 3 weeks. Both groups matched on background variables (e.g., intelligence) and showed comparable cognitive performance in all measures at the baseline. The longitudinal results showed a similar improvement in both groups for most cognitive measures, such as visual and auditory inhibition. The only significant group difference was observed in the auditory inhibition test, where the L2-instruction group outperformed the L2-immersion group. Taken together, our results suggest a specific effect of language experience and an overall effect of linguistic context on cognitive functions.
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| 14. |
- Xia, Lihua, et al.
(författare)
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Interference suppression in bilingualism : Stimulus-Stimulus vs. Stimulus-Response conflict
- 2022
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Ingår i: Bilingualism. - : Cambridge University Press. - 1366-7289 .- 1469-1841. ; 25:2, s. 256-268
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Tidskriftsartikel (refereegranskat)abstract
- Studies examining the potential effects of bilingualism on interference suppression show inconsistent results. Our study approaches this topic by distinguishing two potential subcomponents within interference suppression (i.e., Stimulus-Stimulus and Stimulus-Response conflict). We investigated the two subcomponents through their operationalisation in different tasks and examined the role of language proficiency in modulating it. A sample of 111 young adult participants performed four non-linguistic cognitive tasks measuring both visual and auditory domains of cognitive control. Bilinguals outperformed monolinguals in tasks involving Stimulus-Stimulus conflict, but showed comparable performance in tasks involving Stimulus-Response conflict. Specific effects of language proficiency on cognitive control were observed: group differences in auditory inhibition and visual orienting were only observed between high-proficient bilinguals and monolinguals. Taken together, types of conflicts involved in interference tasks and language proficiency could differentially affect performance in monolinguals and bilinguals.
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