Strenuous Sequencing: Exploring the Effect of Bilingualism on Executive Functioning in the Human Brain

Overview

The purpose of this project is to assess executive functioning in the human brain and determine if there are qualitative differences between bilingual and monolingual students. I believe that due to a bilingual student having practiced translation between languages, that student’s executive functioning skills are enhanced. A monolingual student does not have this extra translation practice, so I believe there is no similar cognitive functioning enhancement. To carry out my project, I first learned how to write basic computer code using batch-file commands to mimic a pencil-and-paper cognitive sequencing instrument known as the Trail-Making Test. I then generated three Spanish test questions for students to answer, to determine bilingualism or not. These questions were presented to students to translate. Then I created my version of the Trail-Making Test, using batch-file coding. I tested the batch application repeatedly to troubleshoot any errors and to ensure it collected the necessary information. When the batch file was properly prepared, I downloaded it onto flash drives to carry out testing by having each student use his/her own device (thereby respecting pandemic protocols). I then tested nearly 500 middle school students. The results support my hypothesis that executive functioning skills in a bilingual student are greatly enhanced when compared to a monolingual counterpart. Although task accuracy is similar between the subjects, there is a significant difference in completion time. Bilingual students complete the sequencing task more efficiently than their monolingual counterparts. I believe this is due to their enhanced executive functioning skills.

Awards (1)

• Fourth Award of $500 $500

Competition history

• ISEF 2021 Behavioral and Social Sciences · Entry BEHA039

Resources

• ISEF abstract page ↗

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