Complete List of Articles Included in the Database

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Supplementary Online Materials

Complete List of Articles Included in the Database

As described in the manuscript Describing bilinguals: A systematic review of labels used in the literature between 2005-2015

Sarah Surrain & Gigi Luk

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Abdelgafar, G. M., & Moawad, R. A. (2015). Executive function differences between bilingual Arabic–English and monolingual Arabic children. Journal of Psycholinguistic Research, 44(5), 651–667.

Adi-Japha, E., Berberich-Artzi, J., & Libnawi, A. (2010). Cognitive flexibility in drawings of bilingual children. Child Development, 81(5), 1356–1366.

Altenberg, E. P., & Ferrand, C. T. (2006). Perception of individuals with voice disorders by monolingual English, bilingual Cantonese-English, and bilingual Russian-English women. Journal of Speech, Language, and Hearing Research, 49(4), 879–887.

Alvarado, N., & Jameson, K. A. (2011). Shared knowledge about emotion among Vietnamese and English bilingual and monolingual speakers. Journal of Cross-Cultural Psychology, 42(6), 963–982.

Antón, E., Duñabeitia, J. A., Estévez, A., Hernández, J. A., Castillo, A., Fuentes, L. J., … Carreiras, M. (2014). Is there a bilingual advantage in the ANT task? Evidence from children. Frontiers in Psychology, 5.

Antón-Méndez, I., & Gollan, T. H. (2010). Not just semantics: Strong frequency and weak cognate effects on semantic association in bilinguals. Memory & Cognition, 38(6), 723–739.

Archila-Suerte, P., Zevin, J., Ramos, A. I., & Hernandez, A. E. (2013). The neural basis of non-native speech perception in bilingual children. NeuroImage, 67, 51–63.

Ash, A. C., Rice, M. L., & Redmond, S. M. (2014). Effect of language context on ratings of shy and unsociable behaviors in English language learner children. Language, Speech, and Hearing Services in Schools, 45(1), 52–66.

Athanasopoulos, P. (2009). Cognitive representation of colour in bilinguals: The case of Greek blues. Bilingualism: Language and Cognition, 12(01), 83–95.

Athanasopoulos, P., Damjanovic, L., Krajciova, A., & Sasaki, M. (2011). Representation of colour concepts in bilingual cognition: The case of Japanese blues. Bilingualism: Language and Cognition, 14(01), 9–17.

Baker, W., & Trofimovich, P. (2005). Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language and Speech, 48(1), 1–27.

Barac, R., & Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83(2), 413–422.

Barlow, J. A. (2014). Age of acquisition and allophony in Spanish-English bilinguals. Frontiers in Psychology, 5.

Basnight-Brown, D. M., Chen, L., Hua, S., Kostić, A., & Feldman, L. B. (2007). Monolingual and bilingual recognition of regular and irregular English verbs: Sensitivity to form similarity varies with first language experience. Journal of Memory and Language, 57(1), 65–80.

Bassetti, B. A. L. (2014). Is grammatical gender considered arbitrary or semantically motivated? Evidence from young adult monolinguals, second language learners, and early bilinguals. British Journal of Psychology, 105(2), 273–294.

Beaton, A. A., Suller, S., & Workman, L. (2007). Visual laterality effects in readers of a deep and a shallow orthography. Laterality: Asymmetries of Body, Brain and Cognition, 12(3), 199–215.

Bedore, L. M., Fiestas, C. E., Peña, E. D., & Nagy, V. J. (2006). Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism: Language and Cognition, 9(3), 233–247.

Bialystok, E. (2006). Effect of bilingualism and computer video game experience on the Simon task. Canadian Journal of Experimental Psychology/Revue Canadienne de PsychologieExpérimentale, 60(1), 68–79.

Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology, 110(3), 461–468.

Bialystok, E., Barac, R., Blaye, A., & Poulin-Dubois, D. (2010). Word mapping and executive functioning in young monolingual and bilingual children. Journal of Cognition and Development, 11(4), 485–508.

Bialystok, E., Craik, F. I. M., & Luk, G. (2008). Lexical access in bilinguals: Effects of vocabulary size and executive control. Journal of Neurolinguistics, 21(6), 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(2–3), 93–100.

Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems. Scientific Studies of Reading, 9(1), 43–61.

Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177–191.

Bialystok, E., & Shapero, D. (2005). Ambiguous benefits: The effect of bilingualism on reversing ambiguous figures. Developmental Science, 8(6), 595–604.

Blumenfeld, H. K., & Marian, V. (2014). Cognitive control in bilinguals: Advantages in Stimulus–Stimulus inhibition. Bilingualism: Language and Cognition, 17(03), 610–629.

Bogulski, C. A., Rakoczy, M., Goodman, M., & Bialystok, E. (2015). Executive control in fluent and lapsed bilinguals. Bilingualism: Language and Cognition, 18(3), 561–567.

Bosch, L., & Ramon-Casas, M. (2014). First translation equivalents in bilingual toddlers’ expressive vocabulary: Does form similarity matter? International Journal of Behavioral Development, 38(4), 317–322.

Brojde, C. L., Ahmed, S., & Colunga, E. (2012). Bilingual and monolingual children attend to different cues when learning new words. Frontiers in Psychology, 3.

Burfin, S., Pascalis, O., Tada, E. R., Costa, A., Savariaux, C., & Kandel, S. (2014). Bilingualism affects audiovisual phoneme identification. Frontiers in Psychology, 5.

Byers-Heinlein, K., Chen, K. H., & Xu, F. (2014). Surmounting the Tower of Babel: Monolingual and bilingual 2-year-olds’ understanding of the nature of foreign language words. Journal of Experimental Child Psychology, 119, 87–100.

Byers-Heinlein, K., Fennell, C. T., & Werker, J. F. (2013). The development of associative word learning in monolingual and bilingual infants. Bilingualism: Language and Cognition, 16(1), 198–205.

Byers-Heinlein, K., & Werker, J. F. (2009). Monolingual, bilingual, trilingual: Infants’ language experience influences the development of a word-learning heuristic. Developmental Science, 12(5), 815–823.

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282–298.

Chen, L., & Lei, J. (2013). The production of referring expressions in oral narratives of Chinese–English bilingual speakers and monolingual peers. Child Language Teaching and Therapy, 29(1), 41–55.

Chen, L., & Yan, R. (2011). Development and use of English evaluative expressions in narratives of Chinese-English bilinguals. Bilingualism: Language and Cognition, 14(4), 570–578.

Coderre, E. L., Van Heuven, W. J. B., & Conklin, K. (2013). The timing and magnitude of Stroop interference and facilitation in monolinguals and bilinguals. Bilingualism: Language and Cognition, 16(Special Issue 02), 420–441.

Comeau, L., Genesee, F., & Mendelson, M. (2010). A comparison of bilingual and monolingual children’s conversational repairs. First Language, 30(3–4), 354–374.

Costa, A., Hernández, M., Costa-Faidella, J., & Sebastián-Gallés, N. (2009). On the bilingual advantage in conflict processing: Now you see it, now you don’t. Cognition, 113(2), 135–149.

Cottini, M., Pieroni, L., Spataro, P., Devescovi, A., Longobardi, E., & Rossi-Arnaud, C. (2015). Feature binding and the processing of global–local shapes in bilingual and monolingual children. Memory & Cognition, 43(3), 441–452.

Craik, F. I. M., & Bialystok, E. (2006). Planning and task management in older adults: Cooking breakfast. Memory & Cognition, 34(6), 1236–1249.

Cremer, M., & Schoonen, R. (2013). The role of accessibility of semantic word knowledge in monolingual and bilingual fifth-grade reading. Applied Psycholinguistics, l 34(6), 1195–1217.

Dalton, B., Proctor, C. P., Uccelli, P., Mo, E., & Snow, C. E. (2011). Designing for diversity: The role of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade monolingual English and bilingual students. Journal of Literacy Research, 43(1), 68–100.

Davidson, D., Raschke, V. R., & Pervez, J. (2010). Syntactic awareness in young monolingual and bilingual (Urdu-English) children. Cognitive Development, 25(2), 166–182.

Davidson, D., & Tell, D. (2005). Monolingual and bilingual children’s use of mutual exclusivity in the naming of whole objects. Journal of Experimental Child Psychology, 92(1), 25–45.

De Houwer, A., Bornstein, M. H., & Putnick, D. L. (2014). A bilingual–monolingual comparison of young children’s vocabulary size: Evidence from comprehension and production. Applied Psycholinguistics, 35(06), 1189–1211.

De Sousa, D. S., Greenop, K., & Fry, J. (2010a). Simultaneous and sequential cognitive processing in monolingual and bilingual children in South Africa. South African Journal of Psychology, 40(2), 165–173.

De Sousa, D. S., Greenop, K., & Fry, J. (2010b). The effects of phonological awareness of Zulu-speaking children learning to spell in English: A study of cross-language transfer. British Journal of Educational Psychology, 80(4), 517–533.

Dussias, P. E., & Sagarra, N. (2007). The effect of exposure on syntactic parsing in Spanish–English bilinguals. Bilingualism: Language and Cognition, 10(01), 101–116.

Emmorey, K., Luk, G., Pyers, J. E., & Bialystok, E. (2008). The source of enhanced cognitive control in bilinguals: Evidence from bimodal bilinguals. Psychological Science, 19(12), 1201–1206.

Emmorey, K., Petrich, J. A. F., & Gollan, T. H. (2013). Bimodal bilingualism and the frequency-lag hypothesis. Journal of Deaf Studies and Deaf Education, 18(1), 1–11.

Engel de Abreu, P. M. J. (2011). Working memory in multilingual children: Is there a bilingual effect? Memory, 19(5), 529–537.

Engel de Abreu, P. M. J., Cruz-Santos, A., Tourinho, C. J., Martin, R., & Bialystok, E. (2012). Bilingualism enriches the poor: Enhanced cognitive control in low-income minority children. Psychological Science, 23(11), 1364–1371.

Farnia, F., & Geva, E. (2011). Cognitive correlates of vocabulary growth in English language learners. Applied Psycholinguistics, 32(4), 711–738.

Fennell, C., & Byers-Heinlein, K. (2014). You sound like mommy: Bilingual and monolingual infants learn words best from speakers typical of their language environments. International Journal of Behavioral Development, 38(4), 309–316.

Filippi, R., Leech, R., Thomas, M. S. C., Green, D. W., & Dick, F. (2012). A bilingual advantage in controlling language interference during sentence comprehension. Bilingualism: Language and Cognition, 15(04), 858–872.

Fowler, C. A., Sramko, V., Ostry, D. J., Rowland, S. A., & Hallé, P. (2008). Cross language phonetic influences on the speech of French–English bilinguals. Journal of Phonetics, 36(4), 649–663.

Gathercole, V. C. M., & Moawad, R. A. (2010). Semantic interaction in early and late bilinguals: All words are not created equally. Bilingualism: Language and Cognition, 13(04), 385–408.

Gibson, T. A., Oller, D. K., Jarmulowicz, L., & Ethington, C. A. (2012). The receptive–expressive gap in the vocabulary of young second-language learners: Robustness and possible mechanisms. Bilingualism: Language and Cognition, 15(1), 102–106.

Gildersleeve-Neumann, C. E., Kester, E. S., Davis, B. L., & Peña, E. D. (2008). English speech sound development in preschool-aged children from bilingual English-Spanish environments. Language, Speech, and Hearing Services in Schools, 39(3), 314–328.

Gollan, T. H., Montoya, R. I., & Bonanni, M. P. (2005). Proper Names Get Stuck on Bilingual and Monolingual Speakers’ Tip of the Tongue Equally Often. Neuropsychology, 19(3), 278–287.

Gollan, T. H., Montoya, R. I., Cera, C., & Sandoval, T. C. (2008). More use almost always means a smaller frequency effect: Aging, bilingualism, and the weaker links hypothesis. Journal of Memory and Language, 58(3), 787–814.

Gollan, T. H., Montoya, R. I., Fennema-Notestine, C., & Morris, S. K. (2005). Bilingualism affects picture naming but not picture classification. Memory & Cognition, 33(7), 1220–1234.

Gonzales, K., & Lotto, A. J. (2013). A Bafri, un Pafri Bilinguals’ Pseudoword Identifications Support Language-Specific Phonetic Systems. Psychological Science, 24(11), 2135–2142.

Grant, A., Gottardo, A., & Geva, E. (2011). Reading in English as a first or second language: The case of grade 3 Spanish, Portuguese, and English speakers. Learning Disabilities Research & Practice, 26(2), 67–83.

Hack, J., Marinova-Todd, S. H., & Bernhardt, B. M. (2012). Speech assessment of Chinese–English bilingual children: Accent versus developmental level. International Journal of Speech-Language Pathology, 14(6), 509–519.

Hernández, M., Martin, C. D., Barceló, F., & Costa, A. (2013). Where is the bilingual advantage in task-switching? Journal of Memory and Language, 69(3), 257–276.

Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(01), 1–27.

Hsu, H. (2014). Effects of Bilingualism and Trilingualism in L2 Production: Evidence from Errors and Self-Repairs in Early Balanced Bilingual and Trilingual Adults. Journal of Psycholinguistic Research, 43(4), 357–79.

Janssen, M., Bosman, A. M. T., & Leseman, P. P. M. (2013). Phoneme awareness, vocabulary and word decoding in monolingual and bilingual Dutch children. Journal of Research in Reading, 36(1), 1–13.

Jubenville, K., Sénéchal, M., & Malette, M. (2014). The moderating effect of orthographic consistency on oral vocabulary learning in monolingual and bilingual children. Journal of Experimental Child Psychology, 126, 245–263.

Kandel, S., & Valdois, S. (2006). French and Spanish-speaking children use different visual and motor units during spelling acquisition. Language and Cognitive Processes, 21(5), 531–561.

Kang, J. Y. (2012). Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–431.

Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive Development, 28(3), 233–246.

Kaushanskaya, M. (2012). Cognitive mechanisms of word learning in bilingual and monolingual adults: The role of phonological memory. Bilingualism: Language and Cognition, 15(3), 470–489.

Kaushanskaya, M., & Rechtzigel, K. (2012). Concreteness effects in bilingual and monolingual word learning. Psychonomic Bulletin & Review, 19(5), 935–941.

Kersten, A. W., Meissner, C. A., Lechuga, J., Schwartz, B. L., Albrechtsen, J. S., & Iglesias, A. (2010). English speakers attend more strongly than Spanish speakers to manner of motion when classifying novel objects and events. Journal of Experimental Psychology: General, 139(4), 638–653.

Kim, J.-H., Montrul, S., & Yoon, J. (2009). Binding interpretations of anaphors by Korean heritage speakers. Language Acquisition: A Journal of Developmental Linguistics, 16(1), 3–35.

Klassert, A., Gagarina, N., & Kauschke, C. (2014). Object and action naming in Russian- and German-speaking monolingual and bilingual children. Bilingualism: Language and Cognition, 17(1), 73–78.

Komeili, M., & Marshall, C. R. (2013). Sentence repetition as a measure of morphosyntax in monolingual and bilingual children. Clinical Linguistics & Phonetics, 27(2), 152–161.

Kormi-Nouri, R., Moradi, A.-R., Moradi, S., Akbari-Zardkhaneh, S., & Zahedian, H. (2012). The effect of bilingualism on letter and category fluency tasks in primary school children: Advantage or disadvantage? Bilingualism: Language and Cognition, 15(02), 351–364.

Kousaie, S., & Phillips, N. A. (2012). Conflict monitoring and resolution: Are two languages better than one? Evidence from reaction time and event-related brain potentials. Brain Research, 1446, 71–90.

Kovács, Á. M. (2009). Early bilingualism enhances mechanisms of false-belief reasoning. Developmental Science, 12(1), 48–54.

Kovelman, I., Baker, S. A., & Petitto, L.-A. (2008). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203–223.

Kuo, L.-J., & Anderson, R. C. (2010). Beyond cross-language transfer: Reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading, 14(4), 365–385.

Lai, V. T., & Boroditsky, L. (2013). The immediate and chronic influence of spatio-temporal metaphors on the mental representations of time in English, Mandarin, and Mandarin-English speakers. Cultural Psychology, 4, 142.

Lam, S.-M., & Hsiao, J. H. (2014). Bilingual experience modulates hemispheric lateralization in visual word processing. Bilingualism: Language and Cognition, 17(03), 589–609.

Laurent, A., & Martinot, C. (2009). Bilingualism and phonological segmentation of speech: The case of English-French pre-schoolers. Journal of Early Childhood Literacy, 9(1), 29–49.

Laurent, A., & Martinot, C. (2010). Bilingualism and phonological awareness: The case of bilingual (French–Occitan) children. Reading and Writing, 23(3–4), 435–452.

Lee, S. A. S., & Iverson, G. K. (2012). Stop consonant productions of Korean–English bilingual children. Bilingualism: Language and Cognition, 15(2), 275–287.

Lehtonen, M., Hultén, A., Rodríguez-Fornells, A., Cunillera, T., Tuomainen, J., & Laine, M. (2012). Differences in word recognition between early bilinguals and monolinguals: Behavioral and ERP evidence. Neuropsychologia, 50(7), 1362–1371.

Lehtonen, M., Niska, H., Wande, E., Niemi, J., & Laine, M. (2006). Recognition of Inflected Words in a Morphologically Limited Language: Frequency Effects in Monolinguals and Bilinguals. Journal of Psycholinguistic Research, 35(2), 121–46.

Lin, L.-C., & Johnson, C. J. (2010). Phonological patterns in Mandarin–English bilingual children. Clinical Linguistics & Phonetics, 24(4–5), 369–386.

Ljungberg, J. K., Hansson, P., Andrés, P., Josefsson, M., & Nilsson, L.-G. (2013). A Longitudinal Study of Memory Advantages in Bilinguals. PLOS ONE, 8(9), e73029.

Macizo, P., Herrera, A., Paolieri, D., & Román, P. (2010). Is there cross-language modulation when bilinguals process number words? Applied Psycholinguistics, 31(04), 651–669.

Mady, C. (2014). Learning French as a second official language in Canada: Comparing monolingual and bilingual students at Grade 6. International Journal of Bilingual Education and Bilingualism, 17(3), 330–344.

Marian, V., Chabal, S., Bartolotti, J., Bradley, K., & Hernandez, A. E. (2014). Differential recruitment of executive control regions during phonological competition in monolinguals and bilinguals. Brain and Language, 139, 108–117.

Marinis, T., & Chondrogianni, V. (2010). Production of tense marking in successive bilingual children: When do they converge with their monolingual peers? International Journal of Speech-Language Pathology, 12(1), 19–28.

Marinova-Todd, S. H., & Hall, E. K. (2013). Predictors of English spelling in bilingual and monolingual children in Grade 1: the case of Cantonese and Tagalog. Educational Psychology, 33(6), 734–754.

Marinova-Todd, S. H., Zhao, J., & Bernhardt, M. (2010). Phonological awareness skills in the two languages of Mandarin–English bilingual children. Clinical Linguistics & Phonetics, 24(4–5), 387–400.

Martin-Rhee, M. M., & Bialystok, E. (2008). The development of two types of inhibitory control in monolingual and bilingual children. Bilingualism: Language and Cognition, 11(1), 81–93.

Marzecová, A., Asanowicz, D., Krivá, L., & Wodniecka, Z. (2013). The effects of bilingualism on efficiency and lateralization of attentional networks. Bilingualism: Language and Cognition, 16(03), 608–623.

Matsumoto, A., & Stanny, C. J. (2006). Language-dependent access to autobiographical memory in Japanese-English bilinguals and US monolinguals. Memory, 14(3), 378–390.

Mattock, K., Polka, L., Rvachew, S., & Krehm, M. (2010). The first steps in word learning are easier when the shoes fit: Comparing monolingual and bilingual infants. Developmental Science, 13(1), 229–243.

McCarthy, K. M., Mahon, M., Rosen, S., & Evans, B. G. (2014). Speech perception and production by sequential bilingual children: A longitudinal study of voice onset time acquisition. Child Development, 85(5), 1965–1980.

Messer, M. H., Leseman, P. P. M., Boom, J., & Mayo, A. Y. (2010). Phonotactic probability effect in nonword recall and its relationship with vocabulary in monolingual and bilingual preschoolers. Journal of Experimental Child Psychology, 105(4), 306–323.

Messer, M. H., Verhagen, J., Boom, J., Mayo, A. Y., & Leseman, P. P. M. (2015). Growth of verbal short-term memory of nonwords varying in phonotactic probability: A longitudinal study with monolingual and bilingual children. Journal of Memory and Language, 84, 24–36.

Molnar, M., Gervain, J., & Carreiras, M. (2014). Within‐rhythm class native language discrimination abilities of Basque-Spanish monolingual and bilingual infants at 3.5 months of age. Infancy, 19(3), 326–337.

Molnar, M., Polka, L., Baum, S., & Steinhauer, K. (2014). Learning two languages from birth shapes pre-attentive processing of vowel categories: Electrophysiological correlates of vowel discrimination in monolinguals and simultaneous bilinguals. Bilingualism: Language and Cognition, 17(3), 526–541.

Morales, J., Calvo, A., & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114(2), 187–202.

Morton, J. B., & Harper, S. N. (2007). What did Simon say? Revisiting the bilingual advantage. Developmental Science, 10(6), 719–726.

Mulder, K., Dijkstra, T., Schreuder, R., & Baayen, H. R. (2014). Effects of primary and secondary morphological family size in monolingual and bilingual word processing. Journal of Memory and Language, 72, 59–84.

Namazi, M., & Thordardottir, E. (2010). A working memory, not bilingual advantage, in controlled attention. International Journal of Bilingual Education and Bilingualism, 13(5), 597–616.

Nguyen, T.-K., & Astington, J. W. (2014). Reassessing the bilingual advantage in theory of mind and its cognitive underpinnings. Bilingualism: Language and Cognition, 17(2), 396–409.

Nicholls, R. J., Eadie, P. A., & Reilly, S. (2011). Monolingual versus multilingual acquisition of english morphology: What can we expect at age 3? International Journal of Language & Communication Disorders, 46(4), 449–463.

Nicoladis, E. (2005). When level-ordering is not used in the formation of English compounds. First Language, 25(3), 331–346.

Nicoladis, E. (2006). Cross-linguistic transfer in adjective-noun strings by preschool bilingual children. Bilingualism: Language and Cognition, 9(1), 15–32.

Nicoladis, E. (2012). Cross-linguistic influence in French–English bilingual children’s possessive constructions. Bilingualism: Language and Cognition, 15(2), 320–328.

Nicoladis, E., & Marchak, K. (2011). Le carte blanc or la carte blanche? Bilingual children’s acquisition of French adjective agreement. Language Learning, 61(3), 734–758.

Nicoladis, E., Rose, A., & Foursha-Stevenson, C. (2010). Thinking for speaking and cross-linguistic transfer in preschool bilingual children. International Journal of Bilingual Education and Bilingualism, 13(3), 345–370.

Nicolay, A.-C., & Poncelet, M. (2013). Cognitive advantage in children enrolled in a second-language immersion elementary school program for three years. Bilingualism: Language and Cognition, 16(3), 597–607.

O’Hora, D., Pelaez, M., & Barnes-Holmes, D. (2005). Derived relational responding and performance on verbal subtests of the WAIS-III. The Psychological Record, 55(1), 155–175.

Okanda, M., Moriguchi, Y., & Itakura, S. (2010). Language and cognitive shifting: Evidence from young monolingual and bilingual children. Psychological Reports, 107(1), 68–78.

Omidvar, S., Jafari, Z., Tahaei, A. A., & Salehi, M. (2013). Comparison of auditory temporal resolution between monolingual Persian and bilingual Turkish-Persian individuals. International Journal of Audiology, 52(4), 236–241.

Ortiz-Mantilla, S., Choudhury, N., Alvarez, B., & Benasich, A. A. (2010). Involuntary switching of attention mediates differences in event-related responses to complex tones between early and late Spanish–English bilinguals. Brain Research, 1362, 78–92.

Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66(2), 232–258.

Paap, K. R., & Liu, Y. (2014). Conflict resolution in sentence processing is the same for bilinguals and monolinguals: The role of confirmation bias in testing for bilingual advantages. Journal of Neurolinguistics, 27(1), 50–74.

Paradis, J., Nicoladis, E., Crago, M., & Genesee, F. (2011). Bilingual children’s acquisition of the past tense: A usage-based approach. Journal of Child Language, 38(3), 554–578.