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The Relationships between Balanced-Bilingual Proficiency, Executive Function, and Rational Thinking: A Dissociative Finding

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Title: The Relationships between Balanced-Bilingual Proficiency, Executive Function, and Rational Thinking: A Dissociative Finding
Language: English
Authors: Wei-Lun Lin, Chih-Chieh Chang, Yi-Ling Shih
Source: International Journal of Bilingual Education and Bilingualism. 2025 28(3):308-324.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Bilingualism, Executive Function, Language Proficiency, Critical Thinking, Inhibition, Logical Thinking, College Students, Foreign Countries, Personality Traits, Intelligence, Socioeconomic Status
Geographic Terms: Taiwan
Assessment and Survey Identifiers: Raven Advanced Progressive Matrices
DOI: 10.1080/13670050.2024.2431573
ISSN: 1367-0050
1747-7522
Abstract: The cognitive advantages of bilingualism have accumulated significant support in various domains, and executive function is suggested to be one of their operative mechanisms. However, empirical evidence of the relationships among bilingualism, executive function, and rational thinking is still lacking. The present study extends this understanding. With a refined operational definition of bilingualism and by controlling for possible confounding variables, we recruited 114 university participants to perform a balanced bilingual proficiency task; a modified Simon executive function (EF) task (to assess inhibition and updating components of EFs); a syllogism task; a critical thinking test; and measures of intelligence, socioeconomic status (SES), and the openness-to-experience personality trait. The results showed that balanced bilingual proficiency positively and robustly predicted participants' performance in syllogism and critical thinking tasks after we controlled for other variables. The relationships between EF components and rational thinking showed a dissociative result: Inhibition and updating ability contributed to syllogistic and critical thinking differently. These results shed further light on the educational application needs of bilingual learning and concluded in a discussion of future investigations of the theoretical accounts and mechanisms of bilingual advantages.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500129
Database: ERIC
FullText Text:
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  Data: The Relationships between Balanced-Bilingual Proficiency, Executive Function, and Rational Thinking: A Dissociative Finding
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Wei-Lun+Lin%22">Wei-Lun Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Chih-Chieh+Chang%22">Chih-Chieh Chang</searchLink><br /><searchLink fieldCode="AR" term="%22Yi-Ling+Shih%22">Yi-Ling Shih</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2025 28(3):308-324.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Inhibition%22">Inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Raven+Advanced+Progressive+Matrices%22">Raven Advanced Progressive Matrices</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1080/13670050.2024.2431573
– Name: ISSN
  Label: ISSN
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  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The cognitive advantages of bilingualism have accumulated significant support in various domains, and executive function is suggested to be one of their operative mechanisms. However, empirical evidence of the relationships among bilingualism, executive function, and rational thinking is still lacking. The present study extends this understanding. With a refined operational definition of bilingualism and by controlling for possible confounding variables, we recruited 114 university participants to perform a balanced bilingual proficiency task; a modified Simon executive function (EF) task (to assess inhibition and updating components of EFs); a syllogism task; a critical thinking test; and measures of intelligence, socioeconomic status (SES), and the openness-to-experience personality trait. The results showed that balanced bilingual proficiency positively and robustly predicted participants' performance in syllogism and critical thinking tasks after we controlled for other variables. The relationships between EF components and rational thinking showed a dissociative result: Inhibition and updating ability contributed to syllogistic and critical thinking differently. These results shed further light on the educational application needs of bilingual learning and concluded in a discussion of future investigations of the theoretical accounts and mechanisms of bilingual advantages.
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  Data: 2026
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  Data: EJ1500129
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/13670050.2024.2431573
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 308
    Subjects:
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Executive Function
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Inhibition
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      – SubjectFull: Logical Thinking
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Personality Traits
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      – SubjectFull: Intelligence
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Taiwan
        Type: general
      – SubjectFull: Raven Advanced Progressive Matrices
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    Titles:
      – TitleFull: The Relationships between Balanced-Bilingual Proficiency, Executive Function, and Rational Thinking: A Dissociative Finding
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            NameFull: Wei-Lun Lin
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            NameFull: Chih-Chieh Chang
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            NameFull: Yi-Ling Shih
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            – TitleFull: International Journal of Bilingual Education and Bilingualism
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