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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

Contact: [email protected]

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. https://doi.org/10.1007/s10936-014-9309-3

Adi-Japha, E., Berberich-Artzi, J., & Libnawi, A. (2010). Cognitive flexibility in drawings of

bilingual children. Child Development, 81(5), 1356–1366. https://doi.org/10.1111/j.1467-

8624.2010.01477.x

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.

https://doi.org/10.1044/1092-4388(2006/063)

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. https://doi.org/10.1177/0022022110381125

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. https://doi.org/10.3389/fpsyg.2014.00398

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.

https://doi.org/10.3758/MC.38.6.723

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.

https://doi.org/10.1016/j.neuroimage.2012.10.023

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. https://doi.org/10.1044/2013_LSHSS-13-0020

Athanasopoulos, P. (2009). Cognitive representation of colour in bilinguals: The case of Greek blues.

Bilingualism: Language and Cognition, 12(01), 83–95.

https://doi.org/10.1017/S136672890800388X

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. https://doi.org/10.1017/S1366728909990046

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.

https://doi.org/10.1177/00238309050480010101

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. https://doi.org/10.3389/fpsyg.2014.00288

2

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.

https://doi.org/10.1016/j.jml.2007.03.001

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. https://doi.org/10.1111/bjop.12037

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.

https://doi.org/10.1080/13576500601112283

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. https://doi.org/10.1017/S1366728906002604

Bialystok, E. (2006). Effect of bilingualism and computer video game experience on the Simon task.

Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie

Expérimentale, 60(1), 68–79. https://doi.org/10.1037/cjep2006008

Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children.

Journal of Experimental Child Psychology, 110(3), 461–468.

https://doi.org/10.1016/j.jecp.2011.05.005

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. https://doi.org/10.1080/15248372.2010.516420

3

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.

https://doi.org/10.1016/j.jneuroling.2007.07.001

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. https://doi.org/10.1016/j.bandl.2008.09.001

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.

https://doi.org/10.1207/s1532799xssr0901_4

Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education:

Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177–191.

https://doi.org/10.1017/S0142716412000288

Bialystok, E., & Shapero, D. (2005). Ambiguous benefits: The effect of bilingualism on reversing

ambiguous figures. Developmental Science, 8(6), 595–604. https://doi.org/10.1111/j.1467-

7687.2005.00451.x

Blumenfeld, H. K., & Marian, V. (2014). Cognitive control in bilinguals: Advantages in Stimulus–

Stimulus inhibition. Bilingualism: Language and Cognition, 17(03), 610–629.

https://doi.org/10.1017/S1366728913000564

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.

https://doi.org/10.1017/S1366728914000856

4

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. https://doi.org/10.1177/0165025414532559

Brojde, C. L., Ahmed, S., & Colunga, E. (2012). Bilingual and monolingual children attend to

different cues when learning new words. Frontiers in Psychology, 3.

https://doi.org/10.3389/fpsyg.2012.00155

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. https://doi.org/10.1016/j.jecp.2013.09.011

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. https://doi.org/10.1017/S1366728912000417

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. https://doi.org/10.1111/j.1467-7687.2009.00902.x

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young

children. Developmental Science, 11(2), 282–298. https://doi.org/10.1111/j.1467-

7687.2008.00675.x

5

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. https://doi.org/10.1177/0265659012459527

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.

https://doi.org/10.1017/S1366728910000362

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. https://doi.org/10.1017/S1366728912000405

Comeau, L., Genesee, F., & Mendelson, M. (2010). A comparison of bilingual and monolingual

children’s conversational repairs. First Language, 30(3–4), 354–374.

https://doi.org/10.1177/0142723710370530

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.

https://doi.org/10.1016/j.cognition.2009.08.001

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. https://doi.org/10.3758/s13421-014-0467-1

Craik, F. I. M., & Bialystok, E. (2006). Planning and task management in older adults: Cooking

breakfast. Memory & Cognition, 34(6), 1236–1249. https://doi.org/10.3758/BF03193268

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.

https://doi.org/10.1017/S0142716412000203

6

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.

https://doi.org/10.1177/1086296X10397872

Davidson, D., Raschke, V. R., & Pervez, J. (2010). Syntactic awareness in young monolingual and

bilingual (Urdu-English) children. Cognitive Development, 25(2), 166–182.

https://doi.org/10.1016/j.cogdev.2009.07.003

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. https://doi.org/10.1017/S0142716412000744

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. https://doi.org/10.1177/008124631004000206

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. https://doi.org/10.1348/000709910X496429

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.

https://doi.org/10.1017/S1366728906002847

7

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.

https://doi.org/10.1111/j.1467-9280.2008.02224.x

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.

https://doi.org/10.1093/deafed/ens034

Engel de Abreu, P. M. J. (2011). Working memory in multilingual children: Is there a bilingual

effect? Memory, 19(5), 529–537. https://doi.org/10.1080/09658211.2011.590504

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. https://doi.org/10.1177/0956797612443836

Farnia, F., & Geva, E. (2011). Cognitive correlates of vocabulary growth in English language

learners. Applied Psycholinguistics, 32(4), 711–738.

https://doi.org/10.1017/S0142716411000038

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. https://doi.org/10.1177/0165025414530631

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


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.

https://doi.org/10.1016/j.wocn.2008.04.001

8

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.

https://doi.org/10.1017/S1366728909990460

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.

https://doi.org/10.1017/S1366728910000490

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.

https://doi.org/10.1044/0161-1461(2008/030)

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.

https://doi.org/10.1037/0894-4105.19.3.278

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. https://doi.org/10.1016/j.jml.2007.07.001

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.

https://doi.org/10.3758/BF03193224

Gonzales, K., & Lotto, A. J. (2013). A Bafri, un Pafri Bilinguals’ Pseudoword Identifications Support

Language-Specific Phonetic Systems. Psychological Science, 24(11), 2135–2142.

https://doi.org/10.1177/0956797613486485

9

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. https://doi.org/10.1111/j.1540-5826.2011.00327.x

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. https://doi.org/10.3109/17549507.2012.718361

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.

https://doi.org/10.1017/S0305000910000759

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. https://doi.org/10.1007/s10936-013-9257-3

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. https://doi.org/10.1111/j.1467-9817.2011.01480.x

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. https://doi.org/10.1016/j.jecp.2014.05.002

10

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.

https://doi.org/10.1080/01690960500095946

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. https://doi.org/10.1007/s11145-010-9277-4

Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive

Development, 28(3), 233–246. https://doi.org/10.1016/j.cogdev.2013.01.011

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. https://doi.org/10.3758/s13423-012-

0271-5

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. https://doi.org/10.1037/a0020507

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.

https://doi.org/10.1080/10489220802575293

11

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. https://doi.org/10.1017/S1366728913000096

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.

https://doi.org/10.3109/02699206.2012.751625

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.

https://doi.org/10.1017/S1366728910000192

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. https://doi.org/10.1016/j.brainres.2012.01.052

Kovács, Á. M. (2009). Early bilingualism enhances mechanisms of false-belief reasoning.

Developmental Science, 12(1), 48–54. https://doi.org/10.1111/j.1467-7687.2008.00742.x

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. https://doi.org/10.1017/S1366728908003386

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.

https://doi.org/10.1080/10888431003623470

12

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. https://doi.org/10.3389/fpsyg.2013.00142

Lam, S.-M., & Hsiao, J. H. (2014). Bilingual experience modulates hemispheric lateralization in

visual word processing. Bilingualism: Language and Cognition, 17(03), 589–609.

https://doi.org/10.1017/S1366728913000734

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.

https://doi.org/10.1177/1468798408101102

Laurent, A., & Martinot, C. (2010). Bilingualism and phonological awareness: The case of bilingual

(French–Occitan) children. Reading and Writing, 23(3–4), 435–452.

https://doi.org/10.1007/s11145-009-9209-3

Lee, S. A. S., & Iverson, G. K. (2012). Stop consonant productions of Korean–English bilingual

children. Bilingualism: Language and Cognition, 15(2), 275–287.

https://doi.org/10.1017/S1366728911000083

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.

https://doi.org/10.1016/j.neuropsychologia.2012.02.021

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. https://doi.org/10.1007/s10936-005-9008-1

13

Lin, L.-C., & Johnson, C. J. (2010). Phonological patterns in Mandarin–English bilingual children.

Clinical Linguistics & Phonetics, 24(4–5), 369–386.

https://doi.org/10.3109/02699200903532482

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.

https://doi.org/10.1371/journal.pone.0073029

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.

https://doi.org/10.1017/S0142716410000184

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. https://doi.org/10.1080/13670050.2013.767778

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. https://doi.org/10.1016/j.bandl.2014.10.005

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. https://doi.org/10.3109/17549500903434125

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. https://doi.org/10.1080/01443410.2013.797337

14

Marinova-Todd, S. H., Zhao, J., & Bernhardt, M. (2010). Phonological awareness skills in the two

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