Typological differences influence the bilingual advantage in metacognitive processing

Abstract

Previous studies showed a bilingual advantage in metacognitive processing (tracking one's own cognitive performance) in linguistic tasks. However, bilinguals do not constitute a homogeneous population, and it was unclear which aspects of bilingualism affect metacognition. In this project, we tested the hypothesis that simultaneous acquisition and use of typologically different languages leads to development of diverse processing strategies and enhances metacognition. The hypothesis was tested in the visual and auditory modalities in language and nonlanguage domains, in an artificial language learning task. In the auditory modality, the hypothesis was confirmed for linguistic stimuli, with no between-domain transfer of metacognitive abilities was observed at the individual level. In the visual modality, no differences in metacognitive efficiency were observed. Moreover, we found that bilingualism per se and the use of typologically different languages modulated separate metacognitive processes engaged in monitoring cognitive performance in statistical learning task.