Special Issue "New Perspectives on Bilingual Cognition in Children"

Janelle Yang's picture
Type: 
Call for Papers
Subject Fields: 
Linguistics, Languages

Special Issue Information

Dear Colleagues,

Currently, there is active debate on whether monolingual and bilingual learners differ in the development of a range of cognitive processes (Paap and Greenberg, 2013). In this Special Issue, we invite submissions that focus on new and alternative perspectives on the relationship between bilingual experience and cognitive development, which include replication efforts of past studies in this area. Examples of relevant areas of cognitive development include, but are not limited to, executive functions, auditory/visual learning and memory, and social cognition. Replication studies and null results of theoretically sound experiments are welcome, as are studies that bear on the specificity of the effects of the bilingual experience on cognitive development. We are soliciting manuscripts that focus on infants and children. However, we would also welcome manuscripts involving adult participants that are relevant to childhood bilingual development. For manuscripts involving adult participants, specific links to child development should be made clear during abstract submission.

In the past, studies on childhood bilingual cognition focused overwhelmingly on executive function advantages. More recent research with young children reveals more broad-based effects of the bilingual experience on early development. At the same time, the field is beginning to investigate and further qualify prior demonstrations of reported executive function advantages in children in view of a reported publication advantage for submissions that supports bilingual cognitive enhancement (de Bruin, Treccani, and Della Sala, 2015). This Special Issue provides a forum for well-designed empirical studies that bear on the existence and/or extent of this advantage as well, as those that offer alternative perspectives.

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400-600 words summarizing their intended contribution. Please send it to the guest editors (psyls@nus.edu.sg and m.kalashnikova@bcbl.eu) or to /Languages/ editorial office (languages@mdpi.com). Abstracts will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review.

Tentative completion schedule:
• Abstract submission deadline: July 1, 2021
• Notification of abstract acceptance: October 1, 2021
• Full manuscript deadline: March 1, 2022

References

de Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias? Psychological Science26(1), 99-107. https://doi.org/10.1177/0956797614557866

Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66(2), 232–258. https://doi.org/10.1016/j.cogpsych.2012.12.002   

Assoc. Prof. Leher Singh
Dr. Marina Kalashnikova
Guest Editors

Keywords

  • bilingualism
  • cognitive development
  • childhood
Contact Info: 

Ms. Janelle Yang
Assistant Editor
Email: janelle.yang@mdpi.com

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