{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,10]],"date-time":"2026-10-10T14:17:38Z","timestamp":1791641858399,"version":"4.3.4"},"reference-count":170,"publisher":"SAGE Publications","issue":"7","license":[{"start":{"date-parts":[[2021,7,1]],"date-time":"2021-07-01T00:00:00Z","timestamp":1625097600000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2021,7,1]],"date-time":"2021-07-01T00:00:00Z","timestamp":1625097600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Psychol Sci"],"published-print":{"date-parts":[[2021,7]]},"abstract":"<jats:p>\n                    There is considerable debate about whether bilingual children have an advantage in executive functioning relative to monolingual children. In the current meta-analysis, we addressed this debate by comprehensively reviewing the available evidence. We synthesized data from published studies and unpublished data sets, which equated to 1,194 effect sizes from 10,937 bilingual and 12,477 monolingual participants between the ages of 3 and 17 years. Bilingual language status had a small overall effect on children\u2019s executive functioning (\n                    <jats:italic toggle=\"yes\">g<\/jats:italic>\n                    = .08, 95% confidence interval = [.01, .14]). However, the effect of language status on children\u2019s executive functioning was indistinguishable from zero (\n                    <jats:italic toggle=\"yes\">g<\/jats:italic>\n                    = \u2212.04) after we adjusted for publication bias. Further, no significant effects were apparent within the executive-attention domain, in which the effects of language status have been hypothesized to be most pronounced (\n                    <jats:italic toggle=\"yes\">g<\/jats:italic>\n                    = .06, 95% confidence interval = [\u2212.02, .14]). Taken together, available evidence suggests that the bilingual advantage in children\u2019s executive functioning is small, variable, and potentially not attributable to the effect of language status.\n                  <\/jats:p>","DOI":"10.1177\/0956797621993108","type":"journal-article","created":{"date-parts":[[2021,7,2]],"date-time":"2021-07-02T10:30:53Z","timestamp":1625221853000},"page":"1115-1146","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":124,"title":["The Bilingual Advantage in Children\u2019s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review"],"prefix":"10.1177","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3830-5283","authenticated-orcid":false,"given":"Cassandra J.","family":"Lowe","sequence":"first","affiliation":[{"name":"Department of Psychology, The University of Western Ontario"},{"name":"The Brain and Mind Institute, The University of Western Ontario"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Isu","family":"Cho","sequence":"additional","affiliation":[{"name":"Department of Psychology, The University of Western Ontario"},{"name":"Department of Psychology, Brandeis University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Samantha F.","family":"Goldsmith","sequence":"additional","affiliation":[{"name":"Department of Psychology, The University of Western Ontario"},{"name":"The Brain and Mind Institute, The University of Western Ontario"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"J. Bruce","family":"Morton","sequence":"additional","affiliation":[{"name":"Department of Psychology, The University of Western Ontario"},{"name":"The Brain and Mind Institute, The University of Western Ontario"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2021,7,2]]},"reference":[{"key":"e_1_3_3_3_1","doi-asserted-by":"crossref","unstructured":"*Abdelgafar G. M. Moawad R. A. M. (2015). Executive function differences between bilingual Arabic\u2013English and monolingual Arabic children. Journal of Psycholinguistic Research 44(5) 651\u2013667. https:\/\/doi.org\/10.1007\/s10936-014-9309-3","DOI":"10.1007\/s10936-014-9309-3"},{"key":"e_1_3_3_4_1","doi-asserted-by":"crossref","unstructured":"*Abu-Rabia S. Siegel L. S. (2002). Reading syntactic orthographic and working memory skills of bilingual Arabic-English speaking Canadian children. 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