This study explores the relationship between executive functioning (EF) and degree of bilingualism in a sample (N = 79) of 5- to 7-year-old monolingual and bilingual children. The bilingual group included children who are fully fluent in two languages (balanced bilinguals) and children who are still learning their second language (dual-language learners (DLLs). In general, findings revealed mixed associations between bilingualism and EF. There were no language group differences for one type of simple inhibitory control (i.e., go or no-go task). However, a bilingual advantage was demonstrated for another type of simple inhibitory control (the Head–Toes–Knees–Shoulders task), for complex inhibitory control (i.e., the Simon effect), and for cognitive flexibility (Dimensional Change Card Sort). Effects were found when DLLs and balanced bilinguals were analyzed separately, and the latter two effects were found when both types of bilinguals were compared to monolinguals. The findings contribute to the growing literature examining a possible bilingual effect in early childhood.

中文翻译：

---

幼儿时期的双语程度和执行功能

本研究探讨了样本中执行功能 (EF) 与双语程度之间的关系（氮= 79) 5 至 7 岁单语和双语儿童。双语组包括完全流利使用两种语言的儿童（平衡双语者）和仍在学习第二语言的儿童（双语学习者 (DLL)）。总体而言，研究结果显示双语与 EF 之间存在混合关联。一种类型的简单抑制控制（即，进行或不进行任务）存在组间差异。然而，对于另一种类型的简单抑制控制（头-脚趾-膝盖-肩膀任务），对于复杂的抑制控制，双语优势被证明（即西蒙效应）和认知灵活性（维度变化卡片分类）。分别分析 DLL 和平衡双语时发现了效果，当两种类型的双语者与单语者进行比较时，发现了后两种效应。这些发现有助于越来越多的文献研究双语对幼儿期可能产生的影响。