The operationalization of bilingual linguistic experience and its relationship with executive function

Research of the relation between linguistic experiences and the executive function have been a hot topic in the field of psycholinguistics for over two decades. Considerable body of studies have provided both supporting and challenging evidence for the existence of such relation. The final answer about the relation between the linguistic experiences and the executive function has not been obtained yet, due to reconsiderations of the established methodological approaches and new theories still being developed, which challenge the validity of earlier findings. This article is an attempt to summarize and explain current trends in this line of studies, specifically focusing on the issue of operationalization of linguistic experiences. Bilingualism and multilingualism are complex constructs, composed of multiple elements that can have unique, independent effects on cognition, including language proficiency, manner and duration of language acquisition, current tendencies of language use. Earlier studies had a tendency to focus on a single element of language experience for categorical distinction between monolinguals and bilinguals, converging the great variability in the latter under a single category. Each element of linguistic experience has to be accounted for and carefully operationalized in a way that would allow reasonable comparison between different research on the topic. In addition to exploring the effects of various elements of linguistic experiences on cognitive control, interactions between those experiences also demand attention, which have been largely overlooked. Finally, each study has to be backed up by a solid theoretical background, which was argued to be a problem for the research of the relation between the linguistic experiences and the executive function, but has great potential for resolving the inconsistencies in research findings. Not all experiences with languages require effortful cognitive processing and adaptations, and even if some might, a comprehensive theory is required to explain how cognitive adaptations for language use can be generalized for other domains of cognition.