Výkon bilingválnych jednotlivcov pri psychodiagnostickom vyšetrení kognitívnych funkcií v ich prvom a druhom jazyku
No.7(2016)
Abstract
Keywords:
bilingvizmus; druhý jazyk; inteligencia; pamä; pozornosť; prvý jazyk; psychologické testovanie.
Cieľom práce bolo porovnať výkon bilingválnych jednotlivcov pri testovaní pozornosti, pamäti a inteligencie v ich prvom a druhom jazyku. Mienili sme tým preveriť implicitné predpoklady o zhoršení výkonu bilingválnych jednotlivcov pri psychodiagnostickom vyšetrení, ak to neprebieha v ich prvom jazyku. Výskumný súbor tvorilo 126 bilingválnych respondentov s priemerným vekom 17.87 (SD = 7.77), 66 žien a 60 mužov. Súbor bol rozdelený na štyri vekové skupiny – mladší školský vek, obdobie pubescencie, adolescencie a dospelosti. Vybrané kognitívne funkcie boli merané slovenskými a maďarskými jazykovými formami nasledovných psychologických testov: Číselný štvorec, Pamäťový test učenia, Wechslerov inteligenčný test pre dospelých a Wechslerova inteligenčná škála pre deti. Z výsledkov vyplýva zhoršenie výkonu pri psychodiagnostickom vyšetrení pozornosti, pamäti a inteligencie v druhom jazyku bilingvistov a to bez ohľadu na ich vek. Závery práce poukazujú na dôležitosť voľby primeraného jazyka psychologického testovania bilingválneho klienta kvôli eliminácii znevýhodňujúcich podmienok oproti monolingvistom.
The aim of the study was to compare the performance of bilingual individuals in testing attention, memory and intelligence in their first (L1) and second (L2) languages. Our intention was to test the implicit assumptions about the deterioration of the performance of bilingual individuals by psychodiagnostic examination, if it does not proceed in their L1. The sample included 126 bilingual respondents with an average age of 17.87 (SD = 7.77), 66 women and 60 men. This work was divided into four age groups - younger school age, pubescence period, adolescence and adulthood. The selected cognitive functions were measured by Slovak and Hungarian language forms of the following psychological tests: Numeric Square, Memory test of learning, WAIS-R and WISC-III. The results indicate a deterioration of performance at psychodiagnostic test of attention, memory and intelligence in the L2 of bilinguals regardless of their age. The conclusions of the work show the importance of choosing the appropriate language of psychological testing of a bilingual client in order to eliminate disadvantageous conditions compared to a monolingual.
bilingvizmus; druhý jazyk; inteligencia; pamä; pozornosť; prvý jazyk; psychologické testovanie.
References
Adi-Japha, E., Berberich-Artzi, J., Libnawi, A. (2010). Cognitive Flexibility in Drawings of Bilingual Children. Child Development, 81, 1356-1366. doi:10.1111/j.1467-8624.2010.01477.x
Affrunti, N., Woodruff-Borden, J. (2015). Parental Perfectionism and Overcontrol: Examining Mechanisms in the Development of Child Anxiety. Journal of Abnormal Child Psychology, 43, 517-529. doi: 10.1007/s10802-014-9914-5
Assche, E.V., Duyck, W., Hartsuiker, R.J., Diependaele, K. (2009). Does Bilingualism Change Native-Language Reading? Cognate Effects in a Sentence Context. Psychological Science, 20, 923-927. doi: 10.1111/j.1467-9280.2009.02389.x
Baddeley, A.D., Eysenck, M.W., & Anderson, M. (2009). Memory. New York, NY: Psychology Press.
Bassetti, B. (2007). Bilingualism and thought: Grammatical gender and concepts of objects in Italian-German bilingual children. International Journal of Bilingualism, 11, 251-273. doi: 10.1177/13670069070110030101
Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive con-trol: Evidence from the Simon Task. Psychology and Aging, 19, 290–303. doi: 10.1037/0882-7974.19.2.290
Bialystok, E., Craik, F., Luk, G. (2008). Lexical access in bilinguals: Effects of vocabulary size and executive control. Journal of Neurolinguistics, 21, 522-538.
Bialystok, E., Feng, X. (2009). Language Proficiency and Executive Control in Proactive Interference: Evidence from Monolingual and Bilingual Children and Adults. Brain and Language, 109, 93-100. doi: 10.1016/j.bandl.2008.09.001
Bialystok, E. (2011). Reshaping the Mind: The Benefits of Bilingualism. Canadian Journal of Experimental Psychology, 65, 229-235. http://dx.doi.org/10.1037/a0025406
Carr, V.A., Castel, A.D., Knowlton, B.J. (2015). Age-related differences in memory after attending to distinctiveness or similarity during learning. Aging, Neuropsychology & Cognition, 22, 155-169. doi: 10.1080/13825585.2014.898735
Chapell, M.S., Blanding, Z.B., Silverstein, M.E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274. http://dx.doi.org/10.1037/0022-0663.97.2.268
De Houwer, A. (2015). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19, 169-184. doi: 10.1177/1367006913489202
Eysenck, M.W., Derakshan, N., Santos, R., & Calvo, M.G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7, 336-353. doi: 0.1037/1528-3542.7.2.336
Eysenck, M.W., Keane, M.T. (2008). Kognitivní psychologie. Praha: Academia.
Favreau, M., Segalowitz, N.S. (1983). Automatic and controlled processes in the first- and second-language reading of fluent bilinguals. Memory & Cognition, 11, 565-574. doi: 10.3758/BF03198281
Ferjenčík, J. (2000). Úvod do metodológie psychologického výskumu. Praha: Portál.
Fernández-Castillo, A., Caurcel, M.J. (2014). State test-anxiety, selective attention and concentration in university students. International Journal Of Psychology, 10, 1966-1978. doi: 10.1002/ijop.12092
Feuerhahn, N., Stamov-Rossnagel, C., Wolfram, M., Bellingrath, S., & Kudielka, B.M., (2013). Emotional exhaustion and cognitive performance in apparently healthy teachers: a longitudinal multi-source study. Stress And Health: Journal Of The International Society For The Investigation Of Stress, 29, 297-306. doi: 10.1002/smi.2467
Gallagher, B., Cartwright-Hatton, S. (2009). The Relationship Between Parental Anxiety and Child-Related Cognition: An Experimental Approach. Cognitive Therapy & Research, 33, 523-531. doi: 10.1007/s10608-008-9194-x
Godden, D.R., Baddeley, A.D. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66, 325-331. doi: 10.1111/j.2044-8295.1975.tb01468.x
Guerini, F. (2014) Language contact, language mixing and identity: The Akan spoken by Ghanaian immigrants in northern Italy. International Journal of Bilingualism, 18, 363-383. doi: 10.1177/1367006913481138
Göncz, L. (1999). A magyar nyelv Jugoszláviában (Vajdaságban). Budapest – Újvidék: Forum Kiadó.
Göncz, L. (2005). A kétnyelvűség pszichológiája. In: I. Lanstyák, & I. Kremmer Vančóné (Eds.), Nyelvészetről változatosan, (pp. 33-77). Dunaszerdahely: Gramma Nyelvi Iroda.
Halama, P. (2011). Princípy psychologickej diagnostiky (2. vyd.). Trnava: Filozofická fakulta TU.
Harding-Esch, E., Riley, P. (2008). Bilingvní rodina. Praha: Portál.
Hernandez, Ae., Dapretto, M., Mazziotta, J., Bookheimer, S. (2001). Language Switching and Language Representation in Spanish-English Bilinguals: An fMRI Study. Neuro Image, 14, 510-520. doi: 10.1006/nimg.2001.081
Hülür, G., Hertzog, Ch., Pearman, A.M., Gerstorf, D. (2015). Correlates and Moderators of Change in Subjective Memory and Memory Performance: Findings from the Health and Retirement Study. Gerontology, 61, 232-240. doi: 10.1159/000369010
Jirásek, J. (1992). Číselný čtverec. Bratislava: Psychodiagnostika s.r.o.
Kaushanskaya, M., Blumenfeld, H.K., Marian, V. (2011). The relationship between vocabulary and short- term memory measures in monolingual and bilingual speakers. International Journal of Bilingualism, 15, 408-425. doi: 0.1177/1367006911403201
Kaushanskaya, M. & Marian, V. (2009). The bilingual advantage in novel word learning. Psychonomic Bulletin & Review, 16, 705–710. doi:10.3758/PBR.16.4.705
Kessler, C., Quinn, M.E. (1980). Positive effects of bilingualism on science problem-solving abilities. In: J. A. Alatis (Ed.), Current issues in bilingual education: Proceedings of the Georgetown Roundtable on Language and Linguistics, (pp. 295 – 308). Washington, DC: Georgetown University Press.
Kessler, C., Quinn, M.E. (1987). Language minority children’s linguistic and cognitive creativity. Journal of Multilingual and Multicultural Development, 8, 173-186. doi: 10.1080/01434632.1987.9994284
Kormi-Nouri, R., Shojaei, R.S., Moniri, S., Gholami, A.R., Moradi, A.R., Akbari-Zardkhaneh, S., Nilsson, L.G. (2008). The effect of childhood bilingualism on episodic and semantic memory task. Scandinavian Journal of Psychology, 49, 93-109. doi: 10.1111/j.1467-9450.2008.00633.x
Kroll, J.F., Michael, E., Tokowicz, N., Dufour, R. (2002). The development of lexical fluency in a second language. Second language Research, 18, 137-171. doi: 10.1191/0267658302sr201oa
Kun, M. – Szegedi, M. (1996). Az intelligencia mérése. Budapest: Akadémiai Kiadó.
Lanstyák, I. (2002). Maďarčina na Slovensku – štúdia z variačnej sociolingvistiky. Sociolingvistický časopis, 38, 409-427.
Lantto, H. (2014). Code-switching, swearing and slang: The colloquial register of Basque in Greater Bilbao. International Journal of Bilingualism, 18, 633-648. doi: 10.1177/1367006912457274
Lee, K., Ning, F., Goh, H.Ch. (2014). Interaction between Cognitive and Non-Cognitive Factors: The Influences of Academic Goal Orientation and Working Memory on Mathematical Performance. Educational Psychology, 34, 73-91. doi: 10.1080/01443410.2013.836158
Loh, K.P., Ghorab, H. (2011). How to eliminate the stigmatisation in mental illness: medical students' perspective. International Journal of Students' Research, 1, 101-102.
Luk, G., Anderson, J.A.E., Craik, F.I.M, Grady, Ch., Bialystok, E. (2010). Distinct Neural Correlates for Two Types of Inhibition in Bilinguals: Response Inhibition versus Interference Suppression. Brain and Cognition, 74, 347-357. doi: 10.1016/j.bandc.2010.09.004
MacLeod, C. & Donnellan, A.M. (1993). Individual differences in anxiety and the restriction of working memory capacity. Personality and Individual Differences, 15, 163-173. doi:10.1016/0191-8869(93)90023-V
Mackey, W.F. (2000). The description of bilingualism. In: L. Wei (Ed.), The Bilingualism Reader, (pp. 22-52). London: Routledge.
Mikulášková, G. (2008). Psychologické diagnózy a psychodiagnostika z pohľadu diskurzívnej psychológie. Prešov: Filozofická fakulta Prešovskej univerzity.
Mi-Hyun, Ch., Su-Jeong, L., Jae-Woong, Y., Ji-Hye, K., Jin-Seung, Ch., Jang-Yeon, P., Jae-Hoon, J., Gye-Rae, T., Dae-Woon, L., Soon-Cheol, Ch. (2010). Changes in Cognitive Performance due to Three Types of Emotional Tension. International Journal of Bio-Science & Bio-Technology, 2, 23-28.
Montrul, S. (2005). Second Language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities. Second language research, 21, 199-249. doi: 10.1191/0267658305sr247oa
Navracsics, J. (2010). Kódváltás és kódkeverés a kétnyelvűek beszédében. In: J. Navracsics (Ed.), Nyelv, beszéd, írás. Pszicholingvisztikai tanulmányok I. Segédkönyvek a nyelvészet tanulmányozásához, (pp. 121-129). Budapest: Tinta Könyvkiadó.
Otgaar, H., Howe, M.L., Memon, A., & Wang, J. (2014). The Development of Differential Mnemonic Effects of False Denials and Forced Confabulations. Behavioral Sciences & the Law., 32, 718-731. doi: 10.1002/bsl.2148
Owens, M., Stevenson, J., Norgate, R., & Hadwin, J.A. (2008). Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress & Coping, 21, 417-430. doi: 10.1080/10615800701847823
Pallay, E. (2009). Intenčný bilingvizmus u detí. Porovnanie úrovne jazykového vývinu dvoch detí školského veku. In: G. Múcsková (Ed.), Zborník materiálov zo XVI. KOLOKVIA MLADÝCH JAZYKOVEDCOV, (pp. 392-400). Bratislava: Better Polygraphic Services.
Peal, E., Lambert, E.W. (1962). The relation of Bilingualism to Intelligence. Psychological Monographs, 76, 1-23. http://dx.doi.org/10.1037/h0093840
Peng, G., Wang, W. S.-Y. (2011). Hemisphere lateralization is influenced by bilingual status and composition of words. Neuropsychologia, 49, 1981-1986. doi: 10.1016/j.neuropsychologia.2011.03.027
Preiss, M. (1999). Pamäťový test učenia. Ukážkový komplet. Bratislava: Psychodiagnostika s.r.o.
Proverbio, A. M., Adorni, R. (2011). Hemispheric Asymmetry for Language Processing and Lateral Preference in Simultaneous Interpreters. Psychology, 2, 12-17. doi:10.4236/psych.2011.21002
Putwain, D., Connors, L., & Symes, W. (2010). Do cognitive distortions mediate the test anxiety-examination performance relationship? Educational Psychology, 30, 11-26. doi: 10.1080/01443410903328866
Romaine, S. (1995). Bilingualism. Cambridge, MA: Blackwell.
Rosenthal, R., Rosnow, R.L. (2009). Artifacts in Behavioral Research. USA: Oxford University Press.
Rózsa, S., Nagybányai, N.O., Oláh, A. (2006). A pszichológiai mérés alapjai. Budapest: Bölcsész konzorcium.
Rusiel, I. (1992). Praktická inteligencia: Od problematickej minulosti k aktuálnej súčasnosti. In: Z. Ruiselová, & I. Ruisel (Eds.), Praktická inteligencia I., (pp. 005-023). Bratislava: Ústav experimentálnej psychológie SAV.
Říčan, P., Šebek, M., Vágnerová, M. (1983). WAIS-R – I. časť. Bratislava: Psychodiagnostické a didaktické testy, n.p.
Saillard, K.E. (2010). Psychiatrist views on stigmatization toward people with mental illness and recommendations. Turkish Journal Of Psychiatry, 21, 14-24.
Scirdon, A., Kantor, L.M. (2013). Language in Action. Bilingualism and Society. Studii de Ştiintă şi Cultură, 9, 117-126.
Schlemminger, G. (2011). Sprachprofilanalyse: methodologische Überlegungen und erste Ergebnisse einer Longitudinalstudie zur Sprachentwicklung einer Schülerin in einer bilingualen Grundschulklasse Französisch. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 16, 93-115.
Sternberg, R. J. (2002). Kognitivní psychologie. Praha: Portál.
Svoboda, M. (2010). Psychologická diagnostika dospelých (4. vyd.). Praha: Portál.
Štefánik, J. (2000a). Bilingvizmus na pozadí dvoch morfologicky odlišných typov jazykov. Bratislava: Univerzita Komenského.
Štefánik, J. (2000b). Jeden človek, dva jazyky. Bratislava: AEP.
Torrance, E. P., Wu, J.J., Gowan, J.C., Aliotti, N.C. (1970). Creative functioning of monolingual and bilingual children in Singapore. Journal of Educational Psychology, 61, 72-75. http://dx.doi.org/10.1037/h0028767
Wechsler, D. (1996). WISC-III Wechslerova inteligenčná škála pre deti. Bratislava: Psychodiagnostika a.s.
Affrunti, N., Woodruff-Borden, J. (2015). Parental Perfectionism and Overcontrol: Examining Mechanisms in the Development of Child Anxiety. Journal of Abnormal Child Psychology, 43, 517-529. doi: 10.1007/s10802-014-9914-5
Assche, E.V., Duyck, W., Hartsuiker, R.J., Diependaele, K. (2009). Does Bilingualism Change Native-Language Reading? Cognate Effects in a Sentence Context. Psychological Science, 20, 923-927. doi: 10.1111/j.1467-9280.2009.02389.x
Baddeley, A.D., Eysenck, M.W., & Anderson, M. (2009). Memory. New York, NY: Psychology Press.
Bassetti, B. (2007). Bilingualism and thought: Grammatical gender and concepts of objects in Italian-German bilingual children. International Journal of Bilingualism, 11, 251-273. doi: 10.1177/13670069070110030101
Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive con-trol: Evidence from the Simon Task. Psychology and Aging, 19, 290–303. doi: 10.1037/0882-7974.19.2.290
Bialystok, E., Craik, F., Luk, G. (2008). Lexical access in bilinguals: Effects of vocabulary size and executive control. Journal of Neurolinguistics, 21, 522-538.
Bialystok, E., Feng, X. (2009). Language Proficiency and Executive Control in Proactive Interference: Evidence from Monolingual and Bilingual Children and Adults. Brain and Language, 109, 93-100. doi: 10.1016/j.bandl.2008.09.001
Bialystok, E. (2011). Reshaping the Mind: The Benefits of Bilingualism. Canadian Journal of Experimental Psychology, 65, 229-235. http://dx.doi.org/10.1037/a0025406
Carr, V.A., Castel, A.D., Knowlton, B.J. (2015). Age-related differences in memory after attending to distinctiveness or similarity during learning. Aging, Neuropsychology & Cognition, 22, 155-169. doi: 10.1080/13825585.2014.898735
Chapell, M.S., Blanding, Z.B., Silverstein, M.E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274. http://dx.doi.org/10.1037/0022-0663.97.2.268
De Houwer, A. (2015). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19, 169-184. doi: 10.1177/1367006913489202
Eysenck, M.W., Derakshan, N., Santos, R., & Calvo, M.G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7, 336-353. doi: 0.1037/1528-3542.7.2.336
Eysenck, M.W., Keane, M.T. (2008). Kognitivní psychologie. Praha: Academia.
Favreau, M., Segalowitz, N.S. (1983). Automatic and controlled processes in the first- and second-language reading of fluent bilinguals. Memory & Cognition, 11, 565-574. doi: 10.3758/BF03198281
Ferjenčík, J. (2000). Úvod do metodológie psychologického výskumu. Praha: Portál.
Fernández-Castillo, A., Caurcel, M.J. (2014). State test-anxiety, selective attention and concentration in university students. International Journal Of Psychology, 10, 1966-1978. doi: 10.1002/ijop.12092
Feuerhahn, N., Stamov-Rossnagel, C., Wolfram, M., Bellingrath, S., & Kudielka, B.M., (2013). Emotional exhaustion and cognitive performance in apparently healthy teachers: a longitudinal multi-source study. Stress And Health: Journal Of The International Society For The Investigation Of Stress, 29, 297-306. doi: 10.1002/smi.2467
Gallagher, B., Cartwright-Hatton, S. (2009). The Relationship Between Parental Anxiety and Child-Related Cognition: An Experimental Approach. Cognitive Therapy & Research, 33, 523-531. doi: 10.1007/s10608-008-9194-x
Godden, D.R., Baddeley, A.D. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66, 325-331. doi: 10.1111/j.2044-8295.1975.tb01468.x
Guerini, F. (2014) Language contact, language mixing and identity: The Akan spoken by Ghanaian immigrants in northern Italy. International Journal of Bilingualism, 18, 363-383. doi: 10.1177/1367006913481138
Göncz, L. (1999). A magyar nyelv Jugoszláviában (Vajdaságban). Budapest – Újvidék: Forum Kiadó.
Göncz, L. (2005). A kétnyelvűség pszichológiája. In: I. Lanstyák, & I. Kremmer Vančóné (Eds.), Nyelvészetről változatosan, (pp. 33-77). Dunaszerdahely: Gramma Nyelvi Iroda.
Halama, P. (2011). Princípy psychologickej diagnostiky (2. vyd.). Trnava: Filozofická fakulta TU.
Harding-Esch, E., Riley, P. (2008). Bilingvní rodina. Praha: Portál.
Hernandez, Ae., Dapretto, M., Mazziotta, J., Bookheimer, S. (2001). Language Switching and Language Representation in Spanish-English Bilinguals: An fMRI Study. Neuro Image, 14, 510-520. doi: 10.1006/nimg.2001.081
Hülür, G., Hertzog, Ch., Pearman, A.M., Gerstorf, D. (2015). Correlates and Moderators of Change in Subjective Memory and Memory Performance: Findings from the Health and Retirement Study. Gerontology, 61, 232-240. doi: 10.1159/000369010
Jirásek, J. (1992). Číselný čtverec. Bratislava: Psychodiagnostika s.r.o.
Kaushanskaya, M., Blumenfeld, H.K., Marian, V. (2011). The relationship between vocabulary and short- term memory measures in monolingual and bilingual speakers. International Journal of Bilingualism, 15, 408-425. doi: 0.1177/1367006911403201
Kaushanskaya, M. & Marian, V. (2009). The bilingual advantage in novel word learning. Psychonomic Bulletin & Review, 16, 705–710. doi:10.3758/PBR.16.4.705
Kessler, C., Quinn, M.E. (1980). Positive effects of bilingualism on science problem-solving abilities. In: J. A. Alatis (Ed.), Current issues in bilingual education: Proceedings of the Georgetown Roundtable on Language and Linguistics, (pp. 295 – 308). Washington, DC: Georgetown University Press.
Kessler, C., Quinn, M.E. (1987). Language minority children’s linguistic and cognitive creativity. Journal of Multilingual and Multicultural Development, 8, 173-186. doi: 10.1080/01434632.1987.9994284
Kormi-Nouri, R., Shojaei, R.S., Moniri, S., Gholami, A.R., Moradi, A.R., Akbari-Zardkhaneh, S., Nilsson, L.G. (2008). The effect of childhood bilingualism on episodic and semantic memory task. Scandinavian Journal of Psychology, 49, 93-109. doi: 10.1111/j.1467-9450.2008.00633.x
Kroll, J.F., Michael, E., Tokowicz, N., Dufour, R. (2002). The development of lexical fluency in a second language. Second language Research, 18, 137-171. doi: 10.1191/0267658302sr201oa
Kun, M. – Szegedi, M. (1996). Az intelligencia mérése. Budapest: Akadémiai Kiadó.
Lanstyák, I. (2002). Maďarčina na Slovensku – štúdia z variačnej sociolingvistiky. Sociolingvistický časopis, 38, 409-427.
Lantto, H. (2014). Code-switching, swearing and slang: The colloquial register of Basque in Greater Bilbao. International Journal of Bilingualism, 18, 633-648. doi: 10.1177/1367006912457274
Lee, K., Ning, F., Goh, H.Ch. (2014). Interaction between Cognitive and Non-Cognitive Factors: The Influences of Academic Goal Orientation and Working Memory on Mathematical Performance. Educational Psychology, 34, 73-91. doi: 10.1080/01443410.2013.836158
Loh, K.P., Ghorab, H. (2011). How to eliminate the stigmatisation in mental illness: medical students' perspective. International Journal of Students' Research, 1, 101-102.
Luk, G., Anderson, J.A.E., Craik, F.I.M, Grady, Ch., Bialystok, E. (2010). Distinct Neural Correlates for Two Types of Inhibition in Bilinguals: Response Inhibition versus Interference Suppression. Brain and Cognition, 74, 347-357. doi: 10.1016/j.bandc.2010.09.004
MacLeod, C. & Donnellan, A.M. (1993). Individual differences in anxiety and the restriction of working memory capacity. Personality and Individual Differences, 15, 163-173. doi:10.1016/0191-8869(93)90023-V
Mackey, W.F. (2000). The description of bilingualism. In: L. Wei (Ed.), The Bilingualism Reader, (pp. 22-52). London: Routledge.
Mikulášková, G. (2008). Psychologické diagnózy a psychodiagnostika z pohľadu diskurzívnej psychológie. Prešov: Filozofická fakulta Prešovskej univerzity.
Mi-Hyun, Ch., Su-Jeong, L., Jae-Woong, Y., Ji-Hye, K., Jin-Seung, Ch., Jang-Yeon, P., Jae-Hoon, J., Gye-Rae, T., Dae-Woon, L., Soon-Cheol, Ch. (2010). Changes in Cognitive Performance due to Three Types of Emotional Tension. International Journal of Bio-Science & Bio-Technology, 2, 23-28.
Montrul, S. (2005). Second Language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities. Second language research, 21, 199-249. doi: 10.1191/0267658305sr247oa
Navracsics, J. (2010). Kódváltás és kódkeverés a kétnyelvűek beszédében. In: J. Navracsics (Ed.), Nyelv, beszéd, írás. Pszicholingvisztikai tanulmányok I. Segédkönyvek a nyelvészet tanulmányozásához, (pp. 121-129). Budapest: Tinta Könyvkiadó.
Otgaar, H., Howe, M.L., Memon, A., & Wang, J. (2014). The Development of Differential Mnemonic Effects of False Denials and Forced Confabulations. Behavioral Sciences & the Law., 32, 718-731. doi: 10.1002/bsl.2148
Owens, M., Stevenson, J., Norgate, R., & Hadwin, J.A. (2008). Processing efficiency theory in children: Working memory as a mediator between trait anxiety and academic performance. Anxiety, Stress & Coping, 21, 417-430. doi: 10.1080/10615800701847823
Pallay, E. (2009). Intenčný bilingvizmus u detí. Porovnanie úrovne jazykového vývinu dvoch detí školského veku. In: G. Múcsková (Ed.), Zborník materiálov zo XVI. KOLOKVIA MLADÝCH JAZYKOVEDCOV, (pp. 392-400). Bratislava: Better Polygraphic Services.
Peal, E., Lambert, E.W. (1962). The relation of Bilingualism to Intelligence. Psychological Monographs, 76, 1-23. http://dx.doi.org/10.1037/h0093840
Peng, G., Wang, W. S.-Y. (2011). Hemisphere lateralization is influenced by bilingual status and composition of words. Neuropsychologia, 49, 1981-1986. doi: 10.1016/j.neuropsychologia.2011.03.027
Preiss, M. (1999). Pamäťový test učenia. Ukážkový komplet. Bratislava: Psychodiagnostika s.r.o.
Proverbio, A. M., Adorni, R. (2011). Hemispheric Asymmetry for Language Processing and Lateral Preference in Simultaneous Interpreters. Psychology, 2, 12-17. doi:10.4236/psych.2011.21002
Putwain, D., Connors, L., & Symes, W. (2010). Do cognitive distortions mediate the test anxiety-examination performance relationship? Educational Psychology, 30, 11-26. doi: 10.1080/01443410903328866
Romaine, S. (1995). Bilingualism. Cambridge, MA: Blackwell.
Rosenthal, R., Rosnow, R.L. (2009). Artifacts in Behavioral Research. USA: Oxford University Press.
Rózsa, S., Nagybányai, N.O., Oláh, A. (2006). A pszichológiai mérés alapjai. Budapest: Bölcsész konzorcium.
Rusiel, I. (1992). Praktická inteligencia: Od problematickej minulosti k aktuálnej súčasnosti. In: Z. Ruiselová, & I. Ruisel (Eds.), Praktická inteligencia I., (pp. 005-023). Bratislava: Ústav experimentálnej psychológie SAV.
Říčan, P., Šebek, M., Vágnerová, M. (1983). WAIS-R – I. časť. Bratislava: Psychodiagnostické a didaktické testy, n.p.
Saillard, K.E. (2010). Psychiatrist views on stigmatization toward people with mental illness and recommendations. Turkish Journal Of Psychiatry, 21, 14-24.
Scirdon, A., Kantor, L.M. (2013). Language in Action. Bilingualism and Society. Studii de Ştiintă şi Cultură, 9, 117-126.
Schlemminger, G. (2011). Sprachprofilanalyse: methodologische Überlegungen und erste Ergebnisse einer Longitudinalstudie zur Sprachentwicklung einer Schülerin in einer bilingualen Grundschulklasse Französisch. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 16, 93-115.
Sternberg, R. J. (2002). Kognitivní psychologie. Praha: Portál.
Svoboda, M. (2010). Psychologická diagnostika dospelých (4. vyd.). Praha: Portál.
Štefánik, J. (2000a). Bilingvizmus na pozadí dvoch morfologicky odlišných typov jazykov. Bratislava: Univerzita Komenského.
Štefánik, J. (2000b). Jeden človek, dva jazyky. Bratislava: AEP.
Torrance, E. P., Wu, J.J., Gowan, J.C., Aliotti, N.C. (1970). Creative functioning of monolingual and bilingual children in Singapore. Journal of Educational Psychology, 61, 72-75. http://dx.doi.org/10.1037/h0028767
Wechsler, D. (1996). WISC-III Wechslerova inteligenčná škála pre deti. Bratislava: Psychodiagnostika a.s.
