Aims and Objectives/Purpose/Research Questions: This study examined the independent and interactive effects of L2 proficiency and interpreting experience on cognitive control in bilinguals. Design/Methodology/Approach: A 2*2 design was adopted to verify the independent and interactive influence of L2 proficiency and interpreting experience on cognitive control, by requiring Chinese–English bilinguals to complete the Flanker task and the Wisconsin Card Sorting Test (WCST). Data and Analysis: Repeated measures analysis of variance (ANOVA), independent t -test, two factors ANOVA analysis, and simple effect analysis were used to examine the main effect of L2 proficiency, interpreting experience, and the interaction between the two variables. Findings/Conclusion: The main effect of L2 proficiency was significant on conflict monitoring, evidenced by faster response times on the Flanker task. Conversely, the main effect of interpreting experience was significant on mental set shifting, as indicated by fewer previous category errors on the WCST. In addition, the interaction effect was significant for both inhibition (as measured by the Flanker effect) and mental set shifting (as measured by response times on the WCST), with interpreting experience modulating the effect of L2 proficiency. Originality: This is one of the first studies to show the interactive effect of L2 proficiency and interpreting experience on cognitive control. Significance/Implications: The current study offers further evidence of the bilingual effect and identifies the origins of how bilingual language profiles distinctively and interactively influence cognitive control.
Xie et al. (Thu,) studied this question.
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