In recent decades several authors have suggested that bilinguals exhibit enhanced cognitive control as compared to monolinguals and some proposals suggest that this main difference between monolinguals and bilinguals is related to bilinguals’ enhanced capacity of inhibiting irrelevant information. This has led to the proposal of the so-called bilingual advantage in inhibitory skills. However, recent studies have cast some doubt on the locus and generality of the alleged bilingual advantage in inhibitory skills. In the current study we investigated inhibitory skills in a large sample of 252 monolingual and 252 bilingual children who were carefully matched on a large number of indices. We tested their performance in a verbal Stroop task and in a nonverbal version of the same task (the number size-congruency task). Results were unequivocal and showed that bilingual and monolingual participants performed equally in these two tasks across all the indices or markers of inhibitory skills explored. Furthermore, the lack of differences between monolingual and bilingual children extended to all the age ranges tested and was not modulated by any of the independent factors investigated. In light of these results, we conclude that bilingual children do not exhibit any specific advantage in simple inhibitory tasks as compared to monolinguals.

The main objective of this article is to provide new evidence regarding the impact of bilingualism on the attentional system. We approach this goal by assessing the effects of bilingualism on the executive and orienting networks of attention. In Experiment 1, we compared young bilingual and monolingual adults in a numerical version of the Stroop task, which allowed the assessment of the executive control network. We observed more efficient performance in the former group, which showed both reduced Stroop Interference and larger Stroop Facilitation Effects relative to the latter. Conversely, Experiment 2, conducted with a visual cueing task in order to assess the orienting network, revealed similar Cueing Facilitation and Inhibition (Inhibition of Return – IOR) Effects for both groups of speakers. The implications of the results of these two experiments for the origin and boundaries of the bilingual impact on the attentional system are discussed.

The n-back task is a frequently used measure of working memory (WM) in cognitive neuroscience research contexts, and it has become widely adopted in other areas over the last decade. This study aimed to obtain normative data for the n-back task from a large sample of children and adolescents. To this end, a computerized verbal n-back task with three levels of WM load (1-back, 2-back and 3-back) was administered to 3722 Spanish school children aged 7–13 years. Results showed an overall age-related increase in performance for the different levels of difficulty. This trend was less pronounced at 1-back than at 2-back when hits were considered. Gender differences were also observed, with girls outperforming boys although taking more time to respond. The theoretical implications of these results are discussed. Normative data stratified by age and gender for the three WM load levels are provided.

Bilinguals have been shown to outperform monolinguals in a variety of tasks that do not tap into linguistic processes. The origin of this bilingual advantage has been questioned in recent years. While some authors argue that the reason behind this apparent advantage is bilinguals’ enhanced executive functioning, inhibitory skills and/or monitoring abilities, other authors suggest that the locus of these differences between bilinguals and monolinguals may lie in uncontrolled factors or incorrectly matched samples. In the current study we tested a group of 180 bilingual children and a group of 180 carefully matched monolinguals in a child-friendly version of the ANT task. Following recent evidence from similar studies with children, our results showed no bilingual advantage at all, given that the performance of the two groups in the task and the indices associated with the individual attention networks were highly similar and statistically indistinguishable.

In the present study, we investigated developmental trajectories of alerting, orienting, and executive attention networks and their interactions over childhood. Two cross-sectional experiments were conducted with different samples of 6- to 12-year-old children using modified versions of the attention network task (ANT). In Experiment 1 (N = 106), alerting and orienting cues were independently manipulated, thus allowing examination of interactions between these 2 networks, as well as between them and the executive attention network. In Experiment 2 (N = 159), additional changes were made to the task in order to foster exogenous orienting cues. Results from both studies consistently revealed separate developmental trajectories for each attention network. Children younger than 7 years exhibited stronger benefits from having an alerting auditory signal prior to the target presentation. Developmental changes in orienting were mostly observed on response accuracy between middle and late childhood, whereas executive attention showed increases in efficiency between 7 years and older ages, and further improvements in late childhood. Of importance, across both experiments, significant interactions between alerting and orienting, as well as between each of these and the executive attention network, were observed. Alerting cues led to speeding shifts of attention and enhancing orienting processes. Also, both alerting and orienting cues modulated the magnitude of the flanker interference effect. These findings inform current theoretical models of human attention and its development, characterizing for the first time, the age-related course of attention networks interactions that, present in adults, stem from further refinements over childhood.